diff --git "a/ChatUniVi/eval/questions/scienceqa/test_QCM-LEA.json" "b/ChatUniVi/eval/questions/scienceqa/test_QCM-LEA.json" new file mode 100644--- /dev/null +++ "b/ChatUniVi/eval/questions/scienceqa/test_QCM-LEA.json" @@ -0,0 +1,57152 @@ +[ + { + "id": "4", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nSing, O goddess, the anger of Achilles son of Peleus, that brought countless ills upon the Achaeans.\n\u2014Homer, The Iliad\nContext: N/A\nOptions: (A) chiasmus (B) apostrophe" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nO goddess is a direct address to a goddess, a nonhuman entity. The answer is B." + } + ] + }, + { + "id": "5", + "image": "5\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Gordon's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nGordon was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Gordon put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.\nOptions: (A) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour (B) how steady a parachute with a 1 m vent was at 200 km per hour (C) whether a parachute with a 1 m vent would swing too much at 400 km per hour\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "11", + "image": "11\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maryland (B) New Hampshire (C) Rhode Island (D) Vermont\n" + }, + { + "from": "gpt", + "value": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is B." + } + ] + }, + { + "id": "15", + "conversations": [ + { + "from": "human", + "value": "Would you find the word dozen on a dictionary page with the following guide words?\ndaddy - definition\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dozen is not between the guide words daddy - definition, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "22", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nshot - suit\nContext: N/A\nOptions: (A) service (B) stockade" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince stockade is between the guide words shot - suit, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "23", + "image": "23\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the lichen?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) bilberry (B) mushroom\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nNo arrow points to the bilberry. So, in this food web, matter does not move from the lichen to the bilberry. The answer is B." + } + ] + }, + { + "id": "26", + "conversations": [ + { + "from": "human", + "value": "How long does it take to bake lasagna in the oven?\nContext: Select the better estimate.\nOptions: (A) 33 minutes (B) 33 hours" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to bake lasagna in the oven is 33 minutes.\n33 hours is too slow. The answer is A." + } + ] + }, + { + "id": "27", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe salesperson tried hard to convince Franklin that the jacket was a good buy; after all, it was made of genuine imitation leather.\nContext: N/A\nOptions: (A) hyperbole (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nGenuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic. The answer is B." + } + ] + }, + { + "id": "29", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ncompost rotting\na piece of apple turning brown\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are caused by heating. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCompost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.\nA piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.\nIf you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "42", + "image": "42\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece? Choose the most likely ratio.\nContext: This passage describes the fleece type trait in sheep:\nThe fleece, or outer coat, of a sheep is often cut off and used to make yarn for fabrics and other textiles. Woolly fleeces, which have shorter hairs, are usually used for clothing and blankets. Hairy fleeces, which have longer hairs, are usually used for carpets.\nIn a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele for a hairy fleece (F) is dominant over the allele for a woolly fleece (f).\nThis Punnett square shows a cross between two sheep.\nOptions: (A) 0:4 (B) 4:0 (C) 2:2 (D) 1:3 (E) 3:1\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a woolly fleece or a hairy fleece, consider whether each phenotype is the dominant or recessive allele's version of the fleece type trait. The question tells you that the F allele, which is for a hairy fleece, is dominant over the f allele, which is for a woolly fleece.\nA woolly fleece is the recessive allele's version of the fleece type trait. A sheep with the recessive version of the fleece type trait must have only recessive alleles for the fleece type gene. So, offspring with a woolly fleece must have the genotype ff.\nAll 4 boxes in the Punnett square have the genotype ff.\nA hairy fleece is the dominant allele's version of the fleece type trait. A sheep with the dominant version of the fleece type trait must have at least one dominant allele for the fleece type gene. So, offspring with a hairy fleece must have the genotype FF or Ff.\nThere are 0 boxes in the Punnett square with the genotype FF or Ff.\nSo, the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a woolly fleece. This cross is expected to never produce offspring with a hairy fleece. The answer is B." + } + ] + }, + { + "id": "46", + "image": "46\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) shiny (B) slippery (C) opaque\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All three objects are opaque.\nA slippery object is hard to hold onto or stand on. The tortoise shell and the basketball are not slippery.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The crown is shiny, but the basketball is not.\nThe property that all three objects have in common is opaque. The answer is C." + } + ] + }, + { + "id": "47", + "conversations": [ + { + "from": "human", + "value": "When World War I first started, what did many people believe?\nContext: N/A\nOptions: (A) It would be one of the longest wars in history. (B) The war would be the first of two world wars. (C) The war would lead to the death of millions of Germans. (D) The war would be over quickly." + }, + { + "from": "gpt", + "value": "World War I started in the summer of 1914. The two main sides of World War I were the Allied powers and Central powers. The table below shows the most important countries on each side at the beginning of the war.\nOriginally, many people believed that the war would be over quickly. The people on each side believed that their armies could win the war easily. One popular saying during the time was that the war would be \"over by Christmas.\"\nThe Allied powers and Central powers were almost equally matched in resources and strength. Both sides used modern weapons and technology. Because of the matched resources and new technology, World War I was deadlier than past wars. It ended up lasting four long years. The answer is D." + } + ] + }, + { + "id": "51", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Farid investigate with an experiment?\nContext: Farid is baking a pie. He notices that the crust burns before the pie is fully cooked. He wonders what factors affect whether a pie crust will burn in the oven. So, he decides to design an experiment. He has the following supplies available:\ningredients for pumpkin pie filling\ningredients for apple pie filling\ntwo pie crusts made with white flour\na glass pie pan\nan aluminum pie pan\nan oven\nOptions: (A) Does a pie crust made with white flour burn more quickly when the pie is cooked in a glass pan or in an aluminum pan? (B) Do pie crusts made with white flour burn less quickly when covered with aluminum foil or when left uncovered? (C) Does a pie crust made with white flour burn more quickly than a pie crust made with whole wheat flour?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "61", + "image": "61\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "62", + "image": "62\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Phoenix (B) Baton Rouge (C) Honolulu (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is D." + } + ] + }, + { + "id": "78", + "image": "78\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe largest planet is made mainly of ice.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that Jupiter is the largest planet and that Jupiter is made mainly of gas. So, the largest planet is made mainly of gas. The answer is B." + } + ] + }, + { + "id": "85", + "image": "85\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following organisms is the primary consumer in this food web?\nContext: Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) copepod (B) black crappie (C) bacteria\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe rotifer has an arrow pointing to it from the green algae. The green algae is a producer, so the rotifer is a primary consumer.\nThe copepod has an arrow pointing to it from the golden algae. The golden algae is a producer, so the copepod is a primary consumer.\nThe black crappie has arrows pointing to it from the water flea, the rotifer, and the shiner. None of these organisms is a produce, so the black crappie is not a primary consumer.\nThe bacteria have arrows pointing to them from the copepod and the shiner. Neither the copepod nor the shiner is a producer, so the bacteria are not primary consumers. The answer is A." + } + ] + }, + { + "id": "86", + "image": "86\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The magnetic force is stronger in Pair 1. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "87", + "image": "87\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Daintree rain forest ecosystem?\nContext: Figure: Daintree rain forest.\nThe Daintree rain forest is a tropical rain forest ecosystem in northeastern Australia.\nOptions: (A) It has year-round rain. It also has soil that is poor in nutrients. (B) It has cold winters. It also has many different types of organisms.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Daintree rain forest has year-round rain. It also has soil that is poor in nutrients. The answer is A." + } + ] + }, + { + "id": "92", + "image": "92\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Delaware?\nContext: N/A\nOptions: (A) Montpelier (B) Trenton (C) Dover (D) Georgetown\n" + }, + { + "from": "gpt", + "value": "Dover is the capital of Delaware. The answer is C." + } + ] + }, + { + "id": "93", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nSasha is good at knitting hats.\nContext: Hint: People who can knit had to learn how to do it.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is A." + } + ] + }, + { + "id": "95", + "image": "95\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Maine (B) South Carolina (C) Kansas (D) Delaware\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maine is farthest north. The answer is A." + } + ] + }, + { + "id": "96", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nimitate - iron\nContext: N/A\nOptions: (A) itch (B) inherit" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince inherit is between the guide words imitate - iron, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "111", + "image": "111\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Greta and Allie trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nGreta and Allie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Greta wanted broccoli in her lunch and Allie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Greta can trade her tomatoes for Allie's sandwich. (B) Allie can trade her broccoli for Greta's oranges. (C) Allie can trade her almonds for Greta's tomatoes. (D) Greta can trade her tomatoes for Allie's broccoli.\n" + }, + { + "from": "gpt", + "value": "Greta wanted broccoli in her lunch and Allie was hoping for tomatoes. Look at the labeled part of the images.\nGreta has tomatoes. Allie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D." + } + ] + }, + { + "id": "121", + "image": "121\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Boulder (B) Phoenix (C) Colorado Springs (D) Denver\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is D." + } + ] + }, + { + "id": "126", + "conversations": [ + { + "from": "human", + "value": "Would you find the word streak on a dictionary page with the following guide words?\nserpent - skirt\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince streak is not between the guide words serpent - skirt, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "128", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbutter melting on a hot day\nmixing sand and water\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are caused by heating. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nButter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nButter melting on a hot day is caused by heating. But mixing sand and water is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "133", + "conversations": [ + { + "from": "human", + "value": "Select the plant.\nContext: N/A\nOptions: (A) Oak trees can have thick branches. (B) Orcas swim in the ocean." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. An oak tree is a plant. It can have thick branches.\nAcorns grow on oak trees. Acorns are small nuts with a seed inside.\nAn orca is an animal. It swims in the ocean.\nOrcas are also called killer whales. They hunt fish and other animals that live in the ocean. The answer is A." + } + ] + }, + { + "id": "139", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more positive connotation?\nContext: N/A\nOptions: (A) a cowardly leader (B) a prudent leader" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A prudent leader has a more positive connotation. Prudent and cowardly both denote avoiding risks or danger. However, prudent suggests someone is wisely cautious, while cowardly suggests someone lacks bravery. The answer is B." + } + ] + }, + { + "id": "140", + "image": "140\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) North America (C) South America (D) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is D." + } + ] + }, + { + "id": "142", + "conversations": [ + { + "from": "human", + "value": "Would you find the word bruise on a dictionary page with the following guide words?\nblush - buffalo\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince bruise is between the guide words blush - buffalo, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "145", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air on a cold, rainy day?\nContext: Select the better estimate.\nOptions: (A) 45\u00b0C (B) 45\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, rainy day is 45\u00b0F.\n45\u00b0C is too hot. The answer is B." + } + ] + }, + { + "id": "149", + "conversations": [ + { + "from": "human", + "value": "Select the reptile.\nContext: N/A\nOptions: (A) Chinese alligator (B) California toad (C) grass frog (D) eastern newt" + }, + { + "from": "gpt", + "value": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A Chinese alligator is a reptile. It has scaly, waterproof skin.\nAlligators live in and around water. They can live near ponds, rivers, marshes, and lakes.\nAn eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.\nA grass frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole. The answer is A." + } + ] + }, + { + "id": "155", + "conversations": [ + { + "from": "human", + "value": "What does the metaphor in this text suggest?\nAll religions, arts, and sciences are branches of the same tree.\n\u2014Albert Einstein\nContext: N/A\nOptions: (A) All religions, arts, and sciences are distant from one another. (B) All religions, arts, and sciences are related." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor all religions, arts, and sciences are branches of the same tree suggests that all religions, arts, and sciences are related. Those areas grow out of shared human motivations, just as the branches of a single tree grow from a shared trunk. The answer is B." + } + ] + }, + { + "id": "156", + "image": "156\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Chase's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nChase set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Chase watched cardinals visiting the feeders during the same hour each morning. During his observations, Chase counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.\nFigure: a cardinal visiting a platform feeder with sunflower seeds.\nOptions: (A) Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds? (B) Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "158", + "image": "158\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this path made of?\nContext: N/A\nOptions: (A) plastic (B) brick\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the path.\nThe path is made of bricks. The answer is B." + } + ] + }, + { + "id": "161", + "image": "161\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A robin is an example of a bird.\nOptions: (A) cane toad (B) ostrich\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. An ostrich is a bird. It has feathers, two wings, and a beak.\nThe ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast.\nA cane toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole. The answer is B." + } + ] + }, + { + "id": "163", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) wife (B) hide (C) life" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words wife and life rhyme. They both end with the ife sound.\nThe word hide does not rhyme. It ends with a different sound. The answer is B." + } + ] + }, + { + "id": "167", + "conversations": [ + { + "from": "human", + "value": "Select the temperature shown by this thermometer.\nContext: N/A\nOptions: (A) 100\u00b0F (B) 125\u00b0F (C) 65\u00b0F" + }, + { + "from": "gpt", + "value": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 100. So, the temperature is 100\u00b0F. The answer is A." + } + ] + }, + { + "id": "170", + "image": "170\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) blue (B) hard (C) sticky\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. The toothpaste is sticky, but the soccer shorts and the water slide are not.\nBlue is a color.\nThis color is blue. All three objects are blue.\nA hard object does not change shape when pressed or squeezed. The water slide is hard, but the toothpaste and the soccer shorts are not.\nThe property that all three objects have in common is blue. The answer is A." + } + ] + }, + { + "id": "172", + "conversations": [ + { + "from": "human", + "value": "How long is a hiking trail?\nContext: Select the best estimate.\nOptions: (A) 4 meters (B) 4 millimeters (C) 4 kilometers (D) 4 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a hiking trail is 4 kilometers.\n4 millimeters, 4 centimeters, and 4 meters are all too short. The answer is C." + } + ] + }, + { + "id": "176", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ngarage - goose\nContext: N/A\nOptions: (A) guess (B) glow" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince glow is between the guide words garage - goose, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "180", + "image": "180\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following was a dependent variable in this experiment?\nContext: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nKenneth wanted to grow cucumbers from seeds. He read that using a heating pad to heat up potting soil could help make seeds germinate, or sprout, faster. Kenneth wondered whether the temperature of the heating pad would affect how quickly the seeds germinated.\nKenneth prepared two potting trays, each made up of ten small pots of soil. He planted one cucumber seed in each small pot and arranged the potting trays near a sunny window. He set an electric heating pad to 75\u00b0F and placed it under one potting tray. He set a second heating pad to 85\u00b0F and placed it under the other potting tray. Kenneth observed the pots daily, and he counted the number of days it took until a seed germinated in each pot.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: germinating plants in a potting tray.\nOptions: (A) the temperature of the heating pad (B) the number of days until a seed germinated\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is B." + } + ] + }, + { + "id": "182", + "image": "182\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Mississippi?\nContext: N/A\nOptions: (A) Detroit (B) Jackson (C) Biloxi (D) Topeka\n" + }, + { + "from": "gpt", + "value": "Jackson is the capital of Mississippi. The answer is B." + } + ] + }, + { + "id": "183", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this pea plant's genotype for the stem height gene?\nContext: In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele H is for a tall stem, and the allele h is for a short stem.\nA certain pea plant from this group has a tall stem. This plant has two alleles for a tall stem.\nOptions: (A) HH (B) a tall stem" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has two alleles for a tall stem (H). So, the plant's genotype for the stem height gene is HH. The answer is A." + } + ] + }, + { + "id": "184", + "image": "184\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) stretchy (B) blue\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nBlue is a color.\nThis color is blue. The melted marshmallow is not blue.\nA stretchy object gets longer when you pull on it. The melted marshmallow is stretchy. The answer is A." + } + ] + }, + { + "id": "188", + "conversations": [ + { + "from": "human", + "value": "According to Newton's third law, what other force must be happening?\nContext: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.\nConsider the following force:\nDarnel is pushing on his friend's wheelchair.\nOptions: (A) The wheelchair is pushing on Darnel. (B) The wheelchair is pulling on Darnel." + }, + { + "from": "gpt", + "value": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Darnel is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Darnel. The answer is A." + } + ] + }, + { + "id": "193", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a warm grilled cheese sandwich?\nContext: Select the better estimate.\nOptions: (A) 55\u00b0F (B) 55\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a warm grilled cheese sandwich is 55\u00b0C.\n55\u00b0F is too cold. The answer is B." + } + ] + }, + { + "id": "196", + "conversations": [ + { + "from": "human", + "value": "How long is a hiking trail?\nContext: Select the better estimate.\nOptions: (A) 5 meters (B) 5 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a hiking trail is 5 kilometers.\n5 meters is too short. The answer is B." + } + ] + }, + { + "id": "198", + "image": "198\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is Rafflesia arnoldii made up of many cells?\nContext: This organism is Rafflesia arnoldii. It is a member of the plant kingdom.\nRafflesia arnoldii has the largest flowers in the world. A single flower can be three feet wide! R. arnoldii is commonly called a corpse flower because the flower smells like rotting meat.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Rafflesia arnoldii is a plant. Plants are made up of many cells. The answer is A." + } + ] + }, + { + "id": "209", + "image": "209\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit? Choose the most likely ratio.\nContext: In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele for smooth fruit (F) is dominant over the allele for fuzzy fruit (f).\nThis Punnett square shows a cross between two tomato plants.\nOptions: (A) 3:1 (B) 2:2 (C) 1:3 (D) 4:0 (E) 0:4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with smooth fruit or fuzzy fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit texture trait. The question tells you that the F allele, which is for smooth fruit, is dominant over the f allele, which is for fuzzy fruit.\nSmooth fruit is the dominant allele's version of the fruit texture trait. A tomato plant with the dominant version of the fruit texture trait must have at least one dominant allele for the fruit texture gene. So, offspring with smooth fruit must have the genotype FF or Ff.\nAll 4 boxes in the Punnett square have the genotype FF or Ff.\nFuzzy fruit is the recessive allele's version of the fruit texture trait. A tomato plant with the recessive version of the fruit texture trait must have only recessive alleles for the fruit texture gene. So, offspring with fuzzy fruit must have the genotype ff.\nThere are 0 boxes in the Punnett square with the genotype ff.\nSo, the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with smooth fruit. This cross is expected to never produce offspring with fuzzy fruit. The answer is D." + } + ] + }, + { + "id": "210", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ndry ice sublimating and becoming a gas\nburning a marshmallow over a campfire\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are caused by cooling. (C) Both are caused by heating. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nBurning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nDry ice sublimating is a physical change. But burning a marshmallow is not.\nBoth are chemical changes.\nBurning a marshmallow is a chemical change. But dry ice sublimating is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "214", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a meatball at a temperature of 139\u00b0F (B) a meatball at a temperature of 126\u00b0F (C) a meatball at a temperature of 111\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three meatballs have the same mass but different temperatures. Since the 139\u00b0F meatball is the hottest, it has the most thermal energy. The answer is A." + } + ] + }, + { + "id": "230", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) ***The Lion and the Mouse*** (B) \"The Lion and the Mouse\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **The Lion and the Mouse**. The answer is A." + } + ] + }, + { + "id": "232", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nDust particles around nine nearby stars may have been caused by long-ago collisions between melting comets and asteroids.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nDust particles around nine nearby stars may have been caused by long-ago collisions between melting comets and asteroids. The answer is B." + } + ] + }, + { + "id": "234", + "image": "234\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Cooper's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCooper was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Cooper thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.\nFigure: studying an architect's design.\nOptions: (A) if at least 20% of the park would be shaded by trees in each design (B) which design would have the least traffic noise in the concert area (C) which design would have the greatest distance between the concert area and the road\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "237", + "image": "237\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "266", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nMia is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\nContext: N/A\nOptions: (A) compound-complex (B) compound (C) simple (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nMia is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is A." + } + ] + }, + { + "id": "269", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) bull ant (B) red-kneed tarantula (C) chinchilla (D) comet moth" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. Like other tarantulas, a red-kneed tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA chinchilla is a mammal. Like other mammals, a chinchilla is a vertebrate. It has a backbone.\nA comet moth is an insect. Like other insects, a comet moth is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C." + } + ] + }, + { + "id": "271", + "image": "271\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Connecticut?\nContext: N/A\nOptions: (A) Hartford (B) Annapolis (C) New Haven (D) Dover\n" + }, + { + "from": "gpt", + "value": "Hartford is the capital of Connecticut. The answer is A." + } + ] + }, + { + "id": "272", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a cherry pie at a temperature of 100\u00b0F (B) a cherry pie at a temperature of 85\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two cherry pies have the same mass but different temperatures. Since the 100\u00b0F pie is hotter than the 85\u00b0F pie, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "275", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nNicole learns about her ancestors in the book.\nContext: N/A\nOptions: (A) future tense (B) present tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now. The answer is B." + } + ] + }, + { + "id": "280", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Seth acquired this trait?\nContext: Read the description of a trait.\nSeth knows a lot about biology.\nOptions: (A) Seth is most interested in plant biology. (B) Seth learned biology by doing experiments." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "282", + "image": "282\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Indian Ocean (B) the Atlantic Ocean (C) the Pacific Ocean (D) the Southern Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Indian Ocean. The answer is A." + } + ] + }, + { + "id": "286", + "image": "286\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Yasuni National Park ecosystem?\nContext: Figure: Yasuni National Park.\nThe Amazon rain forest in South America is the largest rain forest ecosystem in the world. Ecuador's Yasuni National Park, which is in the Amazon rain forest, has many different species of plants, birds, and mammals.\nOptions: (A) It has mostly small plants. (B) It has many different types of organisms. (C) It has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants. It has soil that is rich in nutrients. The answer is B." + } + ] + }, + { + "id": "288", + "image": "288\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) fragile (B) bouncy (C) yellow\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. All three objects are fragile.\nYellow is a color.\nThis color is yellow. None of the objects are yellow.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is fragile. The answer is A." + } + ] + }, + { + "id": "292", + "conversations": [ + { + "from": "human", + "value": "Suppose Jordan decides to plant the chrysanthemums. Which result would be a cost?\nContext: Jordan is deciding whether to plant chrysanthemums or a magnolia tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things.\nOptions: (A) He will save some space. The chrysanthemums will use up less space than the magnolia tree would have used up. (B) Jordan will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the chrysanthemums." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Jordan wants or needs:\nJordan will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the chrysanthemums. The answer is B." + } + ] + }, + { + "id": "293", + "image": "293\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) carbon tetrachloride (B) acetaldehyde (C) bromine\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C." + } + ] + }, + { + "id": "298", + "conversations": [ + { + "from": "human", + "value": "Look at the word. Does it have a closed syllable or an open syllable?\nme\nContext: N/A\nOptions: (A) open (B) closed" + }, + { + "from": "gpt", + "value": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word me ends with a vowel and has a long vowel sound. So, it has an open syllable. The answer is A." + } + ] + }, + { + "id": "301", + "image": "301\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the pink-backed pelican.\nContext: This organism is a pink-backed pelican. Its scientific name is Pelecanus rufescens.\nOptions: (A) Balearica pavonina (B) Tyto alba (C) Pelecanus rufescens\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A pink-backed pelican's scientific name is Pelecanus rufescens.\nPelecanus rufescens has the same scientific name as a pink-backed pelican. So, these organisms are in the same species.\nBalearica pavonina does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Balearica pavonina are not in the same species.\nTyto alba does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Tyto alba are not in the same species. The answer is C." + } + ] + }, + { + "id": "305", + "image": "305\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Dakota?\nContext: N/A\nOptions: (A) Des Moines (B) Bismarck (C) Madison (D) Fargo\n" + }, + { + "from": "gpt", + "value": "Bismarck is the capital of North Dakota. The answer is B." + } + ] + }, + { + "id": "315", + "conversations": [ + { + "from": "human", + "value": "What does the allusion in this text suggest?\nWith the gutters clogged and water rising in the streets, Lacey, who was watching the storm from her window, commented, \"We're going to need an ark to get out of here.\"\nContext: N/A\nOptions: (A) Lacey wants to protect her possessions. (B) Lacey thinks the storm will cause major flooding." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion to an ark suggests that Lacey thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds. The answer is B." + } + ] + }, + { + "id": "319", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nWell, that's cast rather a gloom over the evening, hasn't it?\n\u2014Dinner guest, after a visit from the Grim Reaper, in Monty Python's The Meaning of Life\nContext: N/A\nOptions: (A) understatement (B) antithesis" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses understatement, which involves deliberately representing something as less serious or important than it really is.\nRather a gloom is an understatement, since a visit from Death would presumably ruin an evening. The answer is A." + } + ] + }, + { + "id": "324", + "image": "324\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Jeremiah's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJeremiah set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Jeremiah watched cardinals visiting the feeders during the same hour each morning. During his observations, Jeremiah counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.\nFigure: a cardinal visiting a platform feeder with sunflower seeds.\nOptions: (A) Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds? (B) Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "325", + "conversations": [ + { + "from": "human", + "value": "What is the volume of an eyedropper?\nContext: Select the better estimate.\nOptions: (A) 5 milliliters (B) 5 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of an eyedropper is 5 milliliters.\n5 liters is too much. The answer is A." + } + ] + }, + { + "id": "330", + "image": "330\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Massachusetts?\nContext: N/A\nOptions: (A) Cambridge (B) Plymouth (C) Boston (D) Dover\n" + }, + { + "from": "gpt", + "value": "Boston is the capital of Massachusetts. The answer is C." + } + ] + }, + { + "id": "332", + "image": "332\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in the snow?\nContext: Arctic wolves live in the Canadian Arctic and Greenland. The is adapted to be camouflaged in the snow.\nFigure: Arctic wolf.\nOptions: (A) short-tailed weasel (B) common hawk-cuckoo\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic wolf.\nThis Arctic wolf has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe common hawk-cuckoo has a gray head, a gray-and-brown back, and a white belly with a gray-and-brown pattern. It is not adapted to be camouflaged in the snow. The answer is A." + } + ] + }, + { + "id": "333", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nPolly anticipated that the free makeover her friend was promising would turn out to be a Trojan horse.\nContext: N/A\nOptions: (A) Greek mythology (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Trojan horse is Greek mythology.\nIn Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.\nThe allusion Trojan horse means a deceptive or harmful offering. The answer is A." + } + ] + }, + { + "id": "337", + "image": "337\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the Goliath heron.\nContext: This organism is a Goliath heron. Its scientific name is Ardea goliath.\nOptions: (A) Falco sparverius (B) Ardea herodias (C) Tigrisoma mexicanum\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Goliath heron's scientific name is Ardea goliath. The first word of its scientific name is Ardea.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Ardea goliath are in the same genus.\nFalco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Ardea goliath are not in the same genus.\nTigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Ardea goliath are not in the same genus. The answer is B." + } + ] + }, + { + "id": "338", + "image": "338\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Barbados (B) the Dominican Republic (C) Saint Lucia (D) Saint Vincent and the Grenadines\n" + }, + { + "from": "gpt", + "value": "This country is Saint Lucia. The answer is C." + } + ] + }, + { + "id": "342", + "image": "342\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "345", + "conversations": [ + { + "from": "human", + "value": "Which is a simple sentence?\nContext: N/A\nOptions: (A) In June, Bridget and Max will graduate with honors from Lowell High School. (B) When the supervisor arrived at the quarry, six dump trucks were in line at the gate." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the simple sentence. It is a single independent clause.\nIn June, Bridget and Max will graduate with honors from Lowell High School. The answer is A." + } + ] + }, + { + "id": "348", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air on a warm, sunny day?\nContext: Select the better estimate.\nOptions: (A) 26\u00b0C (B) 26\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a warm, sunny day is 26\u00b0C.\n26\u00b0F is too cold. The answer is A." + } + ] + }, + { + "id": "363", + "conversations": [ + { + "from": "human", + "value": "Which is bumpier?\nContext: N/A\nOptions: (A) bark (B) wood ruler" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the bark is bumpier. If you could touch this tree bark, it would feel lumpy and bumpy. The answer is A." + } + ] + }, + { + "id": "366", + "image": "366\\image.png", + "conversations": [ + { + "from": "human", + "value": "Can Fromia monilis cells make their own food?\nContext: This organism is Fromia monilis. It is a member of the animal kingdom.\nFromia monilis is commonly called a tile sea star. Did you notice that this tile sea star is missing one of its arms? If a tile sea star loses an arm, it can regrow the arm over time. This ability is called regeneration.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Fromia monilis is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms. The answer is B." + } + ] + }, + { + "id": "374", + "image": "374\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Tambor Beach, Costa Rica.\nTambor Beach is located in Costa Rica, a country in Central America. A temperature of 84\u00b0F was measured at Tambor Beach on Friday.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nTambor Beach is located in Costa Rica, a country in Central America. A temperature of 84\u00b0F was measured at Tambor Beach on Friday.\nThe underlined part of the passage tells you about the temperature at Tambor Beach on Friday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "383", + "conversations": [ + { + "from": "human", + "value": "Which text structure does the text use?\nContext: Read the text.\nExperts say that too much television can be bad for you. Watching hours of TV results in too much sitting and not enough exercise. Exercise often makes people healthier. TV also takes away from the time kids might spend reading or doing their homework. This means that they might fall behind in school. Some people don't even get enough sleep because they stay up too late watching TV.\nOptions: (A) sequential (B) cause-effect" + }, + { + "from": "gpt", + "value": "Writers can organize their ideas in different ways. These ways of organizing writing are called text structures. When you can tell how a text is organized, it's easier to understand how the writer's ideas go together. You can also use these text structures to organize your own writing.\n | Text structure | Where you might find it | Words and phrases to look for\nA sequential structure tells you about events that happen in a certain order. | a recipe for how to make a blueberry pie | first, until, second, after, next, then, before, finally, during\nA cause-effect structure shows the causes and the effects, or results, of an event. | an essay about how recycling helps the environment | because, led to, since, as a result, due to, so, reason\nA problem-solution structure explains a problem and offers possible solutions. | an article about ways to get more people to vote | issue, suggest, question, puzzle, fix, answer\nA compare-contrast structure shows how two (or more) things are the same or different. | a chapter about the differences between whales and sharks | like, unlike, too, on the other hand, both, while, same, instead, common, different, as well as, however\nA descriptive structure tells you a list of details about an object, scene, or topic. | a paragraph about what Tyrannosaurus rex looked like| for example, near, for instance beside, such as, most important, also The text uses a cause-effect structure to show what happens if you watch too much television. In the text, certain words and phrases help to organize ideas in a cause-effect structure. Notice the phrase results in and the words makes, means, and because. The answer is B." + } + ] + }, + { + "id": "387", + "image": "387\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Vanuatu (B) Tonga (C) the Marshall Islands (D) Nauru\n" + }, + { + "from": "gpt", + "value": "This country is Nauru. The answer is D." + } + ] + }, + { + "id": "389", + "image": "389\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which rhetorical appeal is primarily used in this ad?\nContext: N/A\nOptions: (A) logos (reason) (B) pathos (emotion) (C) ethos (character)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion, by evoking feelings of parental love and concern. The answer is B." + } + ] + }, + { + "id": "392", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Pablo, (B) dear Pablo," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Pablo is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "402", + "image": "402\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged among dead leaves?\nContext: Orange oakleaf butterflies live in the forests of Asia. This butterfly is adapted to be camouflaged among dead leaves.\nFigure: orange oakleaf butterfly.\nOptions: (A) strawberry poison frog (B) Surinam horned frog\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the orange oakleaf butterfly.\nThe orange oakleaf butterfly has a brown leaf-shaped body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Surinam horned frog has orange-and-brown skin. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.\nThe strawberry poison frog has brightly colored skin. It is not adapted to be camouflaged among dead leaves. The answer is B." + } + ] + }, + { + "id": "404", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nNorma's phone slipped out of her pocket, landing in the toilet with a plop.\nContext: N/A\nOptions: (A) verbal irony (B) onomatopoeia" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nPlop represents the sound of the phone landing in the toilet. The answer is B." + } + ] + }, + { + "id": "406", + "image": "406\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Helen's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nHelen prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Helen soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Helen scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.\nOptions: (A) Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes? (B) Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "415", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Rachel investigate with an experiment?\nContext: Rachel gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:\none basketball\naccess to a brick patio\naccess to a grassy lawn\naccess to a gravel driveway\na meterstick\nOptions: (A) Does the basketball bounce higher on gravel or on grass? (B) Do larger basketballs bounce higher than smaller basketballs on a brick patio? (C) Does the basketball bounce higher on a lawn or on a dirt path?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "427", + "image": "427\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 1. (B) The magnetic force is stronger in Pair 2. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "433", + "conversations": [ + { + "from": "human", + "value": "Would you find the word nature on a dictionary page with the following guide words?\nneither - nuisance\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince nature is not between the guide words neither - nuisance, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "440", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nRed velvet cupcakes were Mabel's Achilles's heel when she was trying to eat more healthily.\nContext: N/A\nOptions: (A) Greek mythology (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Achilles's heel is Greek mythology.\nIn Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.\nThe allusion Achilles's heel means a sole weakness. The answer is A." + } + ] + }, + { + "id": "445", + "image": "445\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Olympia (B) Burlington (C) Seattle (D) Spokane\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is A." + } + ] + }, + { + "id": "453", + "conversations": [ + { + "from": "human", + "value": "Last year, there were seven men's clothing stores on Main Street in Norwood. This year, there are only three. What probably happened to the overall supply of men's shirts in Norwood?\nContext: N/A\nOptions: (A) The supply probably went up. (B) The supply probably went down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B." + } + ] + }, + { + "id": "456", + "conversations": [ + { + "from": "human", + "value": "Which sentence uses a metaphor?\nContext: N/A\nOptions: (A) The tired boy was a slow turtle. (B) The tired boy was as slow as a turtle." + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nThe tired boy was a slow turtle.\nThe words boy and turtle are compared without the word like or as.\nThis sentence uses a simile:\nThe tired boy was as slow as a turtle.\nThe words boy and turtle are compared using the word as. The answer is A." + } + ] + }, + { + "id": "457", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) As a geneticist, Suzie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field. (B) As a geneticist, Suzie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Suzie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Suzie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "460", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nDerek remarked that the new book on anti-gravity was impossible to put down.\nContext: N/A\nOptions: (A) pun (B) allusion" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nImpossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down. The answer is A." + } + ] + }, + { + "id": "466", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe old wooden rocking chair that Norma brought home from the rummage sale was as comfortable as a bed of nails.\nContext: N/A\nOptions: (A) verbal irony (B) pun" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable. The answer is A." + } + ] + }, + { + "id": "469", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nThe likelihood of two people having the same set of fingerprints is incredibly low.\nContext: N/A\nOptions: (A) declarative (B) exclamatory (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is A." + } + ] + }, + { + "id": "470", + "image": "470\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same. The answer is B." + } + ] + }, + { + "id": "509", + "image": "509\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's scientific name?\nContext: This organism is a comet moth. It is also called Argema mittrei.\nOptions: (A) comet moth (B) Argema mittrei\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Argema mittrei is written in italics. The first word is capitalized, and the second word is not.\nSo, Argema mittrei is the scientific name. The answer is B." + } + ] + }, + { + "id": "512", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) See you soon,\nJanet (B) See You Soon,\nJanet" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "515", + "image": "515\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) smooth (B) stretchy (C) fuzzy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nA smooth object is not scratchy or rough. All three objects are smooth.\nA stretchy object gets longer when you pull on it. None of the objects are stretchy.\nThe property that all three objects have in common is smooth. The answer is A." + } + ] + }, + { + "id": "517", + "image": "517\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) North America (B) Africa (C) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Asia. The answer is C." + } + ] + }, + { + "id": "519", + "image": "519\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Florida (B) Illinois (C) Ohio (D) New Hampshire\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north. The answer is D." + } + ] + }, + { + "id": "522", + "image": "522\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "532", + "conversations": [ + { + "from": "human", + "value": "How long does it take to go for a walk with a dog?\nContext: Select the better estimate.\nOptions: (A) 13 seconds (B) 13 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to go for a walk with a dog is 13 minutes.\n13 seconds is too fast. The answer is B." + } + ] + }, + { + "id": "533", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Edwin acquired this trait?\nContext: Read the description of a trait.\nEdwin is good at identifying insects.\nOptions: (A) Edwin learned to identify insects by reading many books about insects. (B) Edwin likes to look at butterflies and beetles." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "534", + "conversations": [ + { + "from": "human", + "value": "Which drop of honey has a higher temperature?\nContext: Two drops of honey are identical except for their thermal energies.\nOptions: (A) the drop of honey with less thermal energy (B) the drop of honey with more thermal energy" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two drops of honey are made of the same material and have the same mass. So, the drop of honey with more thermal energy has a higher temperature. The answer is B." + } + ] + }, + { + "id": "536", + "image": "536\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's legs are also adapted for wading?\nContext: Flamingos live near marshes, rivers, and oceans. They eat small crustaceans that live in shallow water. Flamingos get their food by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: flamingo.\nOptions: (A) kookaburra (B) Eurasian spoonbill\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the flamingo.\nLong legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian spoonbill has long, thin legs. Its legs are adapted for wading.\nThe kookaburra has short legs. Its legs are not adapted for wading. The kookaburra uses its legs to walk and perch. The answer is B." + } + ] + }, + { + "id": "539", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nThere are usually more days with low air pressure than high air pressure where Martha lives.\nContext: N/A\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThere are usually more days with low air pressure than high air pressure where Martha lives.\nAir pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy. When the air pressure is high, the sky is usually clear.\nThis passage tells you about the usual pattern of air pressure where Martha lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "541", + "image": "541\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which rock is more likely to form from sediment deposited in a desert?\nContext: This picture shows a desert in Asia. A desert is an environment that does not get much rain or snow.\nOptions: (A) Sandstone forms from layers of sand. (B) Shale forms from layers of mud.\n" + }, + { + "from": "gpt", + "value": "Material that is carried by wind, water, or ice is called sediment. Sand and mud are examples of sediment. Sediment may be deposited, or laid down, in places such as deserts and the ocean floor.\nOver time, sediment can be pressed together to form sedimentary rock. You can observe a sedimentary rock to learn about the environment in which the sediment was deposited.\nEach type of sediment forms a different sedimentary rock. Here are some examples of sedimentary rocks:\nSandstone forms from sand. Sand is usually deposited by wind in deserts and by water on beaches.\nShale and mudstone form from mud. Mud is often deposited at the bottom of oceans and deep lakes.\nLimestone forms from sediment made mostly of the shells of marine organisms. This type of sediment is often deposited in the ocean near coral reefs.\nConglomerate forms from sediment of many different sizes, such as mud, sand, pebbles, and boulders. This type of sediment is usually carried by glaciers and fast-flowing rivers. The sediment can be deposited when a glacier melts or a river starts moving more slowly. Sandstone is likely to form from sediment deposited in a desert.\nShale forms from layers of mud. Mud is usually deposited by water. Since deserts are dry environments, mud is rarely found in deserts. The answer is A." + } + ] + }, + { + "id": "543", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) wife (B) swim (C) life" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words wife and life rhyme. They both end with the ife sound.\nThe word swim does not rhyme. It ends with a different sound. The answer is B." + } + ] + }, + { + "id": "550", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Hari's phenotype for the coat pattern trait?\nContext: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a spotted coat (a) is recessive to the allele for a black coat (A).\nHari is a jaguar from this group. Hari has the homozygous genotype aa for the coat pattern gene.\nOptions: (A) a black coat (B) a spotted coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Hari's genotype for the coat pattern gene is aa. Hari's genotype of aa has only a alleles. The a allele is for a spotted coat. So, Hari's phenotype for the coat pattern trait must be a spotted coat.\nTo check this answer, consider whether Hari's alleles are dominant or recessive. The allele for a spotted coat (a) is recessive to the allele for a black coat (A). This means A is a dominant allele, and a is a recessive allele.\nHari's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Hari's phenotype for the coat pattern trait must be a spotted coat. The answer is B." + } + ] + }, + { + "id": "552", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nWhitney told her friends that Alvin was a typical Peter Pan type.\nContext: N/A\nOptions: (A) literature (B) Greek mythology" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities. The answer is A." + } + ] + }, + { + "id": "554", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 200-gram mug of cocoa at a temperature of 155\u00b0F (B) a 200-gram mug of cocoa at a temperature of 115\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two mugs of cocoa have the same mass but different temperatures. Since the 155\u00b0F mug of cocoa is hotter than the 115\u00b0F mug of cocoa, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "557", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on Ken are balanced. Which statement describes the forces on Ken?\nContext: Ken is standing on a diving board at the pool. Earth's gravity is pulling down on Ken with a force of 400N. The diving board is pushing up on Ken with a force of 400N.\nOptions: (A) The forces are unbalanced, so there is a net force on Ken. (B) The forces are balanced, so there is no net force on Ken." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Ken, look at the forces:\nEarth's gravity is pulling Ken down with a force of 400 N.\nThe diving board is pushing Ken up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Ken. The answer is B." + } + ] + }, + { + "id": "573", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nWould you please be careful with my new laptop? That thing cost a million dollars!\nContext: N/A\nOptions: (A) euphemism (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nA million dollars is an exaggeration, since it is unlikely that a laptop would actually cost a million dollars. The answer is B." + } + ] + }, + { + "id": "576", + "image": "576\\image.png", + "conversations": [ + { + "from": "human", + "value": "As Rusty pulls on the toy, what is the direction of the opposing force?\nContext: The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.\nTwo dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:\nCoco pulls toward herself.\nRusty pulls away from Coco.\nOptions: (A) away from Coco (B) toward Coco\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces. Find the direction Rusty pulls on the toy.\nTwo dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:\nCoco pulls toward herself.\nRusty pulls away from Coco.\nThe text tells you that Rusty pulls away from Coco. The opposite direction is toward Coco. So, the direction of the opposing force is toward Coco. The answer is B." + } + ] + }, + { + "id": "577", + "image": "577\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Portland (B) Bismarck (C) Honolulu (D) Juneau\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is C." + } + ] + }, + { + "id": "584", + "image": "584\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Santa Fe (B) Lansing (C) Olympia (D) Seattle\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is C." + } + ] + }, + { + "id": "593", + "conversations": [ + { + "from": "human", + "value": "How long is a long-distance running race?\nContext: Select the best estimate.\nOptions: (A) 18 yards (B) 18 inches (C) 18 miles" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a long-distance running race is 18 miles.\n18 inches and 18 yards are both too short. The answer is C." + } + ] + }, + { + "id": "595", + "conversations": [ + { + "from": "human", + "value": "The students start rolling their backpacks at the same speed. Which backpack is pulled with a larger force?\nContext: Two students get ready to leave school. The students have the same rolling backpacks. Each student has different books in her backpack.\nOptions: (A) a backpack carrying 9 pounds (B) a backpack carrying 6 pounds" + }, + { + "from": "gpt", + "value": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the backpack that is heavier.\nA backpack carrying 9 pounds is heavier than a backpack carrying 6 pounds. So, the backpack carrying 9 pounds needs to be pulled with a larger force to start rolling at the same speed as the other backpack. The answer is A." + } + ] + }, + { + "id": "600", + "image": "600\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that an American curl cat produced by this cross will be homozygous dominant for the ear type gene?\nContext: In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for curled ears (E) is dominant over the allele for straight ears (e).\nThis Punnett square shows a cross between two American curl cats.\nOptions: (A) 0/4 (B) 2/4 (C) 4/4 (D) 3/4 (E) 1/4\n" + }, + { + "from": "gpt", + "value": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is C." + } + ] + }, + { + "id": "603", + "image": "603\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oklahoma?\nContext: N/A\nOptions: (A) Boise (B) Oklahoma City (C) Little Rock (D) Birmingham\n" + }, + { + "from": "gpt", + "value": "Oklahoma City is the capital of Oklahoma. The answer is B." + } + ] + }, + { + "id": "605", + "image": "605\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Jaden and Ron's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJaden placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45\u00b0 angle, and launched the ball. Then, Jaden launched another ping pong ball, this time pulling the catapult's arm back to a 30\u00b0 angle. With each launch, his friend Ron measured the distance between the catapult and the place where the ball hit the ground. Jaden and Ron repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45\u00b0 angle to the distances the balls traveled when launched from a 30\u00b0 angle.\nFigure: a catapult for launching ping pong balls.\nOptions: (A) Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle? (B) Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "612", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Abby was surprised when the article said that at least one-third of American adults get less than seven hours of sleep each night. (B) Abby was surprised when it said that at least one-third of American adults get less than seven hours of sleep each night." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the article.\nAbby was surprised when the article said that at least one-third of American adults get less than seven hours of sleep each night. The answer is B." + } + ] + }, + { + "id": "614", + "conversations": [ + { + "from": "human", + "value": "Would you find the word radio on a dictionary page with the following guide words?\nrescue - road\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince radio is not between the guide words rescue - road, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "616", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nMost humans can hear many different sounds.\nContext: N/A\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Babies do not need to learn how to hear sounds. They are able to hear naturally. So, the ability to hear is an inherited trait. The answer is A." + } + ] + }, + { + "id": "617", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a pot of boiling water?\nContext: Select the better estimate.\nOptions: (A) 100\u00b0F (B) 100\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a pot of boiling water is 100\u00b0C.\n100\u00b0F is too cold. The answer is B." + } + ] + }, + { + "id": "621", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nLast year, the city of Hillsdale allocated more money to public parks. This year, however, littering increased, so the increase in park funding must have been responsible.\nContext: N/A\nOptions: (A) false causation: the assumption that because two things happened together, one caused the other (B) false dichotomy: an argument that presents only two choices when more options exist" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that increased park funding was responsible for an increase in littering. However, even though littering increased after funding to parks was increased, that doesn't necessarily mean that the funding was responsible. This illustrates a type of logical fallacy known as false causation. The answer is A." + } + ] + }, + { + "id": "627", + "image": "627\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nHydrogen is ().\nContext: The model below represents a molecule of hydrogen. Hydrogen gas was once used to make large airships, such as blimps, float. It is no longer used in airships because it catches fire easily.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. Count the number of chemical elements represented in the model. Then, decide if hydrogen is an elementary substance or a compound.\nIn this model, both balls are labeled with H. So, the model shows you that hydrogen is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, hydrogen is an elementary substance. The answer is A." + } + ] + }, + { + "id": "632", + "image": "632\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Jersey (B) South Carolina (C) West Virginia (D) Rhode Island\n" + }, + { + "from": "gpt", + "value": "The colony is South Carolina. The answer is B." + } + ] + }, + { + "id": "640", + "image": "640\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Kansas?\nContext: N/A\nOptions: (A) Des Moines (B) Wichita (C) Topeka (D) Lincoln\n" + }, + { + "from": "gpt", + "value": "Topeka is the capital of Kansas. The answer is C." + } + ] + }, + { + "id": "641", + "conversations": [ + { + "from": "human", + "value": "Why might a person have a limb amputated?\nContext: If a person's body is damaged, the body can often heal itself. But sometimes, disease or injury can cause damage that is too severe to heal. When a limb is too severely damaged to heal, it may need to be amputated, or removed.\nFor example, a doctor can treat an infected limb with medicine. But if the infection does not go away, it can spread to the rest of the person's body. To stop the infection from spreading, the infected limb may need to be amputated.\nIn other cases, when a limb is badly injured, the skin, bones, muscles, and nerves may be severely damaged. If the damaged tissue cannot heal, it may die. The severely damaged or dead tissue then needs to be amputated.\nOptions: (A) After an accident, the limb is too badly injured to heal. (B) The limb has healed from a serious disease." + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "645", + "image": "645\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) North America (B) Africa (C) Asia (D) South America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is B." + } + ] + }, + { + "id": "667", + "image": "667\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Linda and Bob's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLinda applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Bob timed each ride. Linda and Bob calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.\nOptions: (A) Does Linda's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax? (B) Does Linda's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "670", + "image": "670\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Sacramento (B) Las Vegas (C) Carson City (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is C." + } + ] + }, + { + "id": "671", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nHe had hoped to find his missing watch, but he couldn't find the time.\nContext: N/A\nOptions: (A) allusion (B) pun" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHe couldn't find the time means he didn't have enough time to go looking. It also suggests that he didn't manage to find his watch. The answer is B." + } + ] + }, + { + "id": "674", + "image": "674\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maine (B) Maryland (C) New Hampshire (D) North Carolina\n" + }, + { + "from": "gpt", + "value": "The colony is Maryland. The answer is B." + } + ] + }, + { + "id": "686", + "image": "686\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Mexico?\nContext: N/A\nOptions: (A) Albuquerque (B) Santa Fe (C) Honolulu (D) Boston\n" + }, + { + "from": "gpt", + "value": "Santa Fe is the capital of New Mexico. The answer is B." + } + ] + }, + { + "id": "689", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nTara swore she would never go back to Hampton, but I told her she should never say never. The city might be a very different place in ten years.\nContext: N/A\nOptions: (A) paradox (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nNever say never at first appears to be contradictory: by saying the phrase itself, you have already said never. However, it contains some truth: people often change their minds as they age and so should not rule anything out by saying never. The answer is A." + } + ] + }, + { + "id": "691", + "image": "691\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) Asia (C) South America (D) Australia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C." + } + ] + }, + { + "id": "693", + "image": "693\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "694", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air on a cold, snowy day?\nContext: Select the better estimate.\nOptions: (A) 22\u00b0F (B) 22\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, snowy day is 22\u00b0F.\n22\u00b0C is too hot. The answer is A." + } + ] + }, + { + "id": "730", + "image": "730\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's limbs are also adapted for climbing trees?\nContext: Chimpanzees live in the forests of Central Africa. Their limbs are adapted for climbing trees.\nFigure: chimpanzee.\nOptions: (A) three-toed sloth (B) sea turtle\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe three-toed sloth has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe sea turtle has flippers. Its limbs are not adapted for climbing trees. The sea turtle uses its flippers to swim underwater. The answer is A." + } + ] + }, + { + "id": "734", + "image": "734\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of relationship is formed when a rat tapeworm attaches itself to a rat's intestine?\nContext: Read the passage. Then answer the question.\n\nA rat tapeworm is a type of flatworm that can live inside a rat's body. When a rat eats an insect that has a tapeworm inside it, the insect is digested, but the tapeworm remains alive.\nThe tapeworm is moved into the rat's intestines and uses suckers to attach itself to the intestine wall. Inside the rat's intestine, the tapeworm absorbs nutrients from food that the rat has eaten. If the rat has many tapeworms in its intestines, it will become weak from lack of nutrients.\nFigure: a tapeworm attached to the wall of an intestine.\nOptions: (A) parasitic (B) mutualistic (C) commensal\n" + }, + { + "from": "gpt", + "value": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When a rat tapeworm attaches itself to a rat's intestine, the tapeworm gets nutrients that it needs to grow and survive. So, the tapeworm benefits from its relationship with the rat.\nThe rat loses nutrients from its food to the tapeworm. So, the rat is harmed by its relationship with the tapeworm.\nSince the tapeworm benefits and the rat is harmed, a parasitic relationship is formed when a rat tapeworm attaches itself to the intestine of a rat. The answer is A." + } + ] + }, + { + "id": "739", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 7-kilogram block of iron at a temperature of 135\u00b0C (B) a 7-kilogram block of iron at a temperature of 110\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two blocks of iron have the same mass but different temperatures. Since the 135\u00b0C block is hotter than the 110\u00b0C block, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "741", + "image": "741\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) San Francisco (B) Sacramento (C) Jefferson City (D) Lansing\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is B." + } + ] + }, + { + "id": "751", + "image": "751\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) salty (B) scratchy (C) sticky\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. The honey and the chocolate milkshake are not salty.\nA sticky object can attach or stick to other things. All three objects are sticky.\nA scratchy object is rough and itchy against your skin. None of the objects are scratchy.\nThe property that all three objects have in common is sticky. The answer is C." + } + ] + }, + { + "id": "752", + "image": "752\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the arrows, which of the following living things is a decomposer?\nContext: Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.\nA food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.\nOptions: (A) kelp (B) bat star\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web. Decomposers help break down dead living things into simpler matter, such as nutrients. These nutrients can then help plants and other living things grow. In a food web, there is an arrow pointing from another living thing to a decomposer. There are no arrows pointing from a decomposer to another living thing.\nThe kelp has an arrow pointing from it. So, the kelp is not a decomposer.\nThe bat star does not have arrows pointing from it to other living things. So, the bat star is a decomposer. The answer is B." + } + ] + }, + { + "id": "754", + "image": "754\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is marble a mineral or a rock?\nContext: Marble has the following properties:\nnaturally occurring\nno fixed crystal structure\nsolid\ndissolves in acid\nnot made by organisms\nmade mostly of calcite\nOptions: (A) rock (B) mineral\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of marble match the properties of a rock. So, marble is a rock. The answer is A." + } + ] + }, + { + "id": "763", + "image": "763\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nEthane is ().\nContext: The model below represents a molecule of ethane. Ethane is used to make plastic bags.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. Count the number of chemical elements represented in the model. Then, decide if ethane is an elementary substance or a compound.\nIn this model, each ball is labeled with C for carbon or H for hydrogen. So, the model shows you that ethane is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, ethane is a compound. The answer is B." + } + ] + }, + { + "id": "764", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Keith acquired this trait?\nContext: Read the description of a trait.\nKeith is good at identifying insects.\nOptions: (A) Keith likes to look at butterflies and beetles. (B) Keith learned to identify insects by reading many books about insects." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "769", + "conversations": [ + { + "from": "human", + "value": "Select the action that doesn't belong.\nContext: N/A\nOptions: (A) chop (B) blend (C) stir (D) mix" + }, + { + "from": "gpt", + "value": "Chop doesn't belong.\nBlend, mix, and stir all describe ways to combine things. The answer is A." + } + ] + }, + { + "id": "781", + "image": "781\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Rhode Island?\nContext: N/A\nOptions: (A) Fayetteville (B) Huntington (C) Providence (D) Newport\n" + }, + { + "from": "gpt", + "value": "Providence is the capital of Rhode Island. The answer is C." + } + ] + }, + { + "id": "785", + "image": "785\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's scientific name?\nContext: This organism is a common loon. It is also called Gavia immer.\nOptions: (A) Gavia immer (B) common loon\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Gavia immer is written in italics. The first word is capitalized, and the second word is not.\nSo, Gavia immer is the scientific name. The answer is A." + } + ] + }, + { + "id": "788", + "image": "788\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Missouri (B) Florida (C) Montana (D) Oregon\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Oregon is farthest west. The answer is D." + } + ] + }, + { + "id": "795", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Mona investigate with an experiment?\nContext: Mona has a garden that is sometimes visited by deer. She notices that the deer eat some plants in her garden more than others. She wonders what factors affect which plants the deer eat. So, she decides to design an experiment. She has the following supplies available:\na garlic spray used to keep garden pests away\nfour tomato plants\nfour bean plants\nOptions: (A) Do the deer eat fewer leaves from bean plants sprayed with garlic spray than from unsprayed bean plants? (B) Do the deer eat fewer leaves from bean plants sprayed with coffee spray than from unsprayed bean plants? (C) Do the deer eat more leaves from tomato plants or from squash plants?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "814", + "conversations": [ + { + "from": "human", + "value": "Why might a person have a limb amputated?\nContext: If a person's body is damaged, the body can often heal itself. But sometimes, disease or injury can cause damage that is too severe to heal. When a limb is too severely damaged to heal, it may need to be amputated, or removed.\nFor example, a doctor can treat an infected limb with medicine. But if the infection does not go away, it can spread to the rest of the person's body. To stop the infection from spreading, the infected limb may need to be amputated.\nIn other cases, when a limb is badly injured, the skin, bones, muscles, and nerves may be severely damaged. If the damaged tissue cannot heal, it may die. The severely damaged or dead tissue then needs to be amputated.\nOptions: (A) The limb has healed from a serious disease. (B) The limb cannot recover from an infection." + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "816", + "conversations": [ + { + "from": "human", + "value": "Would you find the word pink on a dictionary page with the following guide words?\nparrot - property\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince pink is between the guide words parrot - property, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "824", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word terribly in its traditional sense?\nContext: N/A\nOptions: (A) Ronald shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent. (B) Ronald shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses terribly in its traditional sense: in a terrible manner.\nRonald shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.\nThe second text uses terribly in its nontraditional sense: extremely; very.\nRonald shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "827", + "image": "827\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) slippery (B) transparent (C) yellow\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. All three objects are yellow.\nA slippery object is hard to hold onto or stand on. The rubber toys and the gold nugget are not slippery.\nYou can see clearly through a transparent object. None of the objects are transparent.\nThe property that all three objects have in common is yellow. The answer is C." + } + ] + }, + { + "id": "828", + "image": "828\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Cape Breton Highlands National Park ecosystem?\nContext: Figure: Cape Breton Highlands National Park.\nCape Breton Highlands National Park is a taiga ecosystem in eastern Canada. It is mostly covered with taiga forests that are home to moose, bears, bald eagles, and other organisms.\nOptions: (A) It has soil that is rich in nutrients. (B) It has many evergreen trees.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Cape Breton Highlands National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. It has many evergreen trees. The following statement does not describe Cape Breton Highlands National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients. The answer is B." + } + ] + }, + { + "id": "834", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Katy inherited this trait?\nContext: Read the description of a trait.\nKaty has brown eyes.\nOptions: (A) Katy's father has brown eyes. He passed this trait down to Katy. (B) Katy's hair is the same color as her brown eyes." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "840", + "conversations": [ + { + "from": "human", + "value": "Would you find the word nor on a dictionary page with the following guide words?\nnap - neither\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince nor is not between the guide words nap - neither, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "841", + "image": "841\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the lichen?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) mushroom (B) short-tailed weasel (C) brown lemming (D) rough-legged hawk (E) bilberry\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe bilberry does not have any arrows pointing to it. So, in this food web, matter does not move from the lichen to the bilberry.There are two paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom. brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the brown lemming.. short-tailed weasel. The only arrow pointing to the short-tailed weasel starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the short-tailed weasel.. rough-legged hawk. The only arrow pointing to the rough-legged hawk starts from the parasitic jaeger. The only arrow pointing to the parasitic jaeger starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the rough-legged hawk.. The answer is A." + } + ] + }, + { + "id": "843", + "image": "843\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "845", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nThe washing machine () when Doug ran an oversized load of laundry.\nContext: N/A\nOptions: (A) complained (B) broke" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word complained. It describes the washing machine as if it were a grumpy, overworked person. The answer is A." + } + ] + }, + { + "id": "849", + "image": "849\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Hampshire (B) Vermont (C) New York (D) Delaware\n" + }, + { + "from": "gpt", + "value": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C." + } + ] + }, + { + "id": "851", + "conversations": [ + { + "from": "human", + "value": "Suppose Bryant decides to take a trip to Connecticut. Which result would be a cost?\nContext: Bryant is deciding whether to take a trip to Connecticut or Iowa. He wants to enjoy his trip. But he is also trying to save money.\nOptions: (A) Bryant will spend more money. Plane tickets for Bryant to get to Connecticut are more expensive than tickets to Iowa. (B) Bryant will enjoy his trip to Connecticut more than he would have enjoyed a trip to Iowa." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Bryant wants or needs:\nBryant will spend more money. Plane tickets for Bryant to get to Connecticut are more expensive than tickets to Iowa. The answer is A." + } + ] + }, + { + "id": "856", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) When Becky parked her scooter next to Mr. McDowell's car, she noticed that the scooter had a flat tire. (B) When Becky parked her scooter next to Mr. McDowell's car, she noticed that it had a flat tire." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to her scooter or Mr. McDowell's car.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the scooter.\nWhen Becky parked her scooter next to Mr. McDowell's car, she noticed that the scooter had a flat tire. The answer is B." + } + ] + }, + { + "id": "865", + "image": "865\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to catch insects?\nContext: Common nighthawks eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.\nFigure: common nighthawk.\nOptions: (A) barn swallow (B) hanging parrot\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the common nighthawk.\nA short, thin beak is light and easy to move. The common nighthawk uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe barn swallow has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds. The answer is A." + } + ] + }, + { + "id": "868", + "conversations": [ + { + "from": "human", + "value": "When was Benjamin Franklin born?\nContext: N/A\nOptions: (A) 1856 (B) 1656 (C) 1776 (D) 1706" + }, + { + "from": "gpt", + "value": "Benjamin Franklin helped write the Declaration of Independence in 1776. So, he must have been born before then. The choice 1656 is too early. He would've been over 100 years old in 1776! So, the correct choice is 1706. The answer is D." + } + ] + }, + { + "id": "878", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the crustacean traits listed above.\nContext: Crustaceans are a group of animals with similar traits. The following traits can be used to identify crustaceans:\nThey have two pairs of antennae.\nThey have an exoskeleton. Observe the animals and read the descriptions.\nOptions: (A) Earthworms live in soil and have no limbs. Their bodies are soft, cylindrical, and made up of many segments. (B) Blue crabs are omnivores. Omnivores are animals that are adapted to eat both plants and animals. Blue crabs have an exoskeleton and two pairs of antennae." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nCrustaceans have the following traits:\nThey have two pairs of antennae.\nThey have an exoskeleton.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nAn earthworm has the following traits:\nIt has a soft, cylindrical body.\nIt has no limbs.\nIt is made up of segments.\nAn earthworm does not have all of the traits of a crustacean. An earthworm is a segmented worm.\nA blue crab has the following traits:\nIt has two pairs of antennae.\nIt has an exoskeleton.\nA blue crab has the traits of a crustacean. A blue crab is a crustacean. The answer is B." + } + ] + }, + { + "id": "879", + "image": "879\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample A (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "880", + "image": "880\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Connecticut?\nContext: N/A\nOptions: (A) Columbia (B) Bridgeport (C) New Haven (D) Hartford\n" + }, + { + "from": "gpt", + "value": "Hartford is the capital of Connecticut. The answer is D." + } + ] + }, + { + "id": "886", + "image": "886\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Ohio?\nContext: N/A\nOptions: (A) Wilmington (B) Reno (C) Cleveland (D) Columbus\n" + }, + { + "from": "gpt", + "value": "Columbus is the capital of Ohio. The answer is D." + } + ] + }, + { + "id": "888", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Trevor acquired this trait?\nContext: Read the description of a trait.\nTrevor has a scar on his right arm.\nOptions: (A) Some scars fade more quickly than others. (B) Trevor's scar was caused by an accident. He cut his arm when he fell off his bicycle." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "898", + "image": "898\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is dolerite a mineral or a rock?\nContext: Dolerite has the following properties:\nfound in nature\nnot made by organisms\ncoarse-grained texture\nsolid\nno fixed crystal structure\nnot a pure substance\nOptions: (A) mineral (B) rock\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of dolerite match the properties of a rock. So, dolerite is a rock. The answer is B." + } + ] + }, + { + "id": "900", + "image": "900\\image.png", + "conversations": [ + { + "from": "human", + "value": "What evidence of a wildfire does this picture show?\nContext: This picture was taken during a wildfire. A wildfire happens when a natural area catches fire and burns.\nOptions: (A) The grass is brown and dry. (B) Some of the grass on the ground is burning.\n" + }, + { + "from": "gpt", + "value": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is B." + } + ] + }, + { + "id": "901", + "conversations": [ + { + "from": "human", + "value": "According to the Seventh Amendment, who has the final say in deciding who wins a court case?\nContext: N/A\nOptions: (A) the president (B) the judge (C) the defendant (D) the jury" + }, + { + "from": "gpt", + "value": "According to the Seventh Amendment, the jury has the final say in deciding who wins a court case. The judge is usually not allowed to change a jury's decision. A jury is a group of regular citizens who listen to a trial. Then they decide together which side is right. In the United States, juries are supposed to come from the area where the crime or disagreement took place. Most trial juries have between 6 and 12 people, called jurors. If you are an American citizen, you may be asked to be on a jury someday! Part of the text of the Seventh Amendment is below. What kind of trials does the amendment talk about? In suits at common law. . .the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any court of the United States, than according to the rules of the common law. The answer is D." + } + ] + }, + { + "id": "905", + "conversations": [ + { + "from": "human", + "value": "Suppose Mia decides to go as a superhero. Which result would be a cost?\nContext: Mia is deciding whether to go as a vampire or a superhero to a costume party. She would rather go as a vampire. But she already has a superhero costume.\nOptions: (A) Mia will give up the chance to wear the costume she is more excited about. (B) Mia will save some time and money. She won't have to go out and get a new costume." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Mia wants or needs:\nMia will give up the chance to wear the costume she is more excited about. The answer is A." + } + ] + }, + { + "id": "908", + "conversations": [ + { + "from": "human", + "value": "Which is a complex sentence?\nContext: N/A\nOptions: (A) Mr. Livingston's afternoon lecture was about art and culture in Germany before World War II. (B) Although she left her house early, Cara barely made it to the train station in time." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction although.\nAlthough she left her house early, Cara barely made it to the train station in time. The answer is B." + } + ] + }, + { + "id": "909", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Love,\nZoe (B) love,\nZoe" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "913", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word disinterested in its traditional sense?\nContext: N/A\nOptions: (A) As a teacher of American history, Mr. McDowell tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint. (B) As an experienced teacher of American history, Mr. McDowell believes that playing history-based trivia games will revive even the most disinterested of students." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses disinterested in its traditional sense: unbiased or impartial.\nAs a teacher of American history, Mr. McDowell tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.\nThe second text uses disinterested in its nontraditional sense: uninterested or indifferent.\nAs an experienced teacher of American history, Mr. McDowell believes that playing history-based trivia games will revive even the most disinterested of students.\nMost style guides recommend to use the traditional sense of the word disinterested because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "916", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) It is bad for a country to have a king or queen. (B) Felipe VI is the king of Spain." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nFelipe VI is the king of Spain.\nIt can be proved by looking in a book about the government of Spain.\nThe second sentence states an opinion.\nIt is bad for a country to have a king or queen.\nBad shows what a person believes, thinks, or feels. Another person might have a different opinion about whether something is good or bad. The answer is B." + } + ] + }, + { + "id": "918", + "image": "918\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Austen and Naomi trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nAusten and Naomi open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Austen wanted broccoli in his lunch and Naomi was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Naomi can trade her broccoli for Austen's oranges. (B) Austen can trade his tomatoes for Naomi's broccoli. (C) Austen can trade his tomatoes for Naomi's sandwich. (D) Naomi can trade her almonds for Austen's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Austen wanted broccoli in his lunch and Naomi was hoping for tomatoes. Look at the labeled part of the images.\nAusten has tomatoes. Naomi has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B." + } + ] + }, + { + "id": "923", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nA modern-day Icarus, Miranda launched into the first stretch of the marathon at a breakneck pace.\nContext: N/A\nOptions: (A) Shakespeare (B) Greek mythology" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Icarus is Greek mythology.\nIn Greek mythology, Icarus's father Daedalus built wings for his son but warned him not to fly too high. Too excited to heed his father's advice, Icarus flew so close to the sun that his wings melted and he fell from the sky.\nThe allusion Icarus means an overconfident person who ignores his or her limitations. The answer is B." + } + ] + }, + { + "id": "926", + "image": "926\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "932", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Michelle inherited this trait?\nContext: Read the description of a trait.\nMichelle has wavy hair.\nOptions: (A) Michelle's parents were born with wavy hair. They passed down this trait to Michelle. (B) Michelle and her mother both have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "936", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nDeb insisted that her dog wasn't fat; she said that he was merely well-fed.\nContext: N/A\nOptions: (A) paradox (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nWell-fed is an indirect way of saying overweight. The answer is B." + } + ] + }, + { + "id": "945", + "image": "945\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the arrows, which of the following organisms is a consumer?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) mushroom (B) lichen\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.\nThe mushroom has arrows pointing to it from the barren-ground caribou and the grizzly bear. So, the mushroom is a consumer.\nThe lichen does not have any arrows pointing to it. So, the lichen is a producer, not a consumer. The answer is A." + } + ] + }, + { + "id": "952", + "image": "952\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of pink particles?\nContext: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution B (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles. The answer is B." + } + ] + }, + { + "id": "953", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) In the story, a giant hid a bag of gold and jewels. (B) Our car was stuck in traffic, we were late." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. In the story, a giant hid a bag of gold and jewels is a complete sentence. The subject is a giant, and the verb is hid. The answer is A." + } + ] + }, + { + "id": "957", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air inside of a freezer?\nContext: Select the better estimate.\nOptions: (A) 15\u00b0F (B) 15\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air inside of a freezer is 15\u00b0F.\n15\u00b0C is too hot. The answer is A." + } + ] + }, + { + "id": "962", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMost of the people who knew Harold considered him to be an unrepentant Casanova.\nContext: N/A\nOptions: (A) history (B) Greek mythology" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Casanova is history.\nThe autobiography of Giovanni Giacomo Casanova, an eighteenth-century Italian adventurer, details and perhaps exaggerates his amorous adventures and success with women.\nThe allusion Casanova means a womanizer. The answer is A." + } + ] + }, + { + "id": "964", + "image": "964\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Robert's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nRobert put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Robert checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails take fewer days to rust in water compared to vinegar? (B) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "971", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nHe clasps the crag with crooked hands;\nClose to the sun in lonely lands . . .\n\u2014Alfred, Lord Tennyson, \"The Eagle\"\nContext: N/A\nOptions: (A) idiom (B) alliteration" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses alliteration, the repetition of sounds at the beginning of nearby words.\nClasps the crag with crooked hands repeats the c sound. The answer is B." + } + ] + }, + { + "id": "973", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nNuclear weapons are a threat to the stability and safety of the world. Like nuclear weapons, nuclear power plants rely on fission. Therefore, nuclear power plants are also a threat to the stability and safety of the world.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) guilt by association: a negative association intended to discredit someone or something (C) straw man: a misrepresentation of an opponent's position that makes it easier to argue against" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that nuclear power plants are a threat to world safety because they use the same process as nuclear bombs. However, this is not evidence that nuclear power plants are a threat to world stability. This illustrates a type of logical fallacy known as guilt by association. The answer is B." + } + ] + }, + { + "id": "982", + "conversations": [ + { + "from": "human", + "value": "Which basketball has more thermal energy?\nContext: Two basketballs are identical except for their temperatures.\nOptions: (A) the hotter basketball (B) the colder basketball" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two basketballs are made of the same material and have the same mass. So, the hotter basketball has more thermal energy. The answer is A." + } + ] + }, + { + "id": "991", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Ernesto inherited this trait?\nContext: Read the description of a trait.\nErnesto has hazel eyes.\nOptions: (A) Ernesto's biological father wears contacts in his hazel eyes. (B) Ernesto wears glasses and so do his sisters. (C) Ernesto's friend also has hazel eyes." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "993", + "image": "993\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Canary Islands.\nIt was partly cloudy in the Canary Islands last Tuesday.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIt was partly cloudy in the Canary Islands last Tuesday.\nThis passage tells you about the cloud cover over the Canary Islands last Tuesday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "1002", + "image": "1002\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Haiti (B) Trinidad and Tobago (C) Cuba (D) the Dominican Republic\n" + }, + { + "from": "gpt", + "value": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is A." + } + ] + }, + { + "id": "1004", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a TV show?\nContext: N/A\nOptions: (A) The Adventures of Chuck and Friends (B) the Adventures of Chuck and Friends" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The words of and and are not important, so they should not be capitalized.\nThe correct title is The Adventures of Chuck and Friends. The answer is A." + } + ] + }, + { + "id": "1009", + "image": "1009\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample B (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "1014", + "image": "1014\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same. The answer is B." + } + ] + }, + { + "id": "1029", + "image": "1029\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Pennsylvania (B) Vermont (C) Tennessee (D) Michigan\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is A." + } + ] + }, + { + "id": "1041", + "image": "1041\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Hilo (B) Carson City (C) Honolulu (D) Juneau\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is C." + } + ] + }, + { + "id": "1043", + "image": "1043\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food chain, the yucca moth is a consumer. Why?\nContext: This diagram shows a food chain from a desert ecosystem in Southern California.\nOptions: (A) It makes its own food. (B) It eats another living thing.\n" + }, + { + "from": "gpt", + "value": "Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food. In this food chain, the yucca moth is a consumer because it eats another living thing. The yucca moth in this food chain eats the Mojave yucca. The answer is B." + } + ] + }, + { + "id": "1044", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMrs. McCall decided not to argue with the name her daughter had chosen for their new kitten, figuring it was a matter of a rose by any other name.\nContext: N/A\nOptions: (A) Shakespeare (B) a poem" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant. The answer is A." + } + ] + }, + { + "id": "1049", + "image": "1049\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Kentucky?\nContext: N/A\nOptions: (A) Lexington (B) Frankfort (C) Anchorage (D) Baton Rouge\n" + }, + { + "from": "gpt", + "value": "Frankfort is the capital of Kentucky. The answer is B." + } + ] + }, + { + "id": "1050", + "image": "1050\\image.png", + "conversations": [ + { + "from": "human", + "value": "Can Polytrichum commune cells make their own food?\nContext: This organism is Polytrichum commune. It is a member of the plant kingdom.\nPolytrichum commune is also called the common haircap moss. This plant gets its common name from its brown, cap-like structures. Those structures contain spores. After the spores are released, they can settle on the ground and grow into new mosses.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Polytrichum commune is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis. The answer is A." + } + ] + }, + { + "id": "1056", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na slice of banana turning brown\nchicken cooking in an oven\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are chemical changes. (C) Both are caused by heating. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA slice of banana turning brown is a chemical change. The part of the banana in contact with the air reacts with oxygen and turns into a different type of matter.\nCooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nCooking is caused by heating. But a slice of banana turning brown is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "1064", + "image": "1064\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. An American bullfrog is an example of an amphibian.\nOptions: (A) brown tree frog (B) woodpecker\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A brown tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA woodpecker is a bird. It has feathers, two wings, and a beak.\nWoodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food. The answer is A." + } + ] + }, + { + "id": "1079", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Cindy inherited this trait?\nContext: Read the description of a trait.\nCindy has straight hair.\nOptions: (A) Cindy's biological parents have red hair. Cindy also has red hair. (B) Cindy's neighbor also has straight hair. (C) Cindy's biological mother often wears her straight hair in a ponytail." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "1082", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a newspaper?\nContext: N/A\nOptions: (A) The Fresno Bee (B) the fresno Bee" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between.\nThe correct title is The Fresno Bee. The answer is A." + } + ] + }, + { + "id": "1083", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) bib (B) job (C) sob" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words sob and job rhyme. They both end with the ob sound.\nThe word bib does not rhyme. It ends with a different sound. The answer is A." + } + ] + }, + { + "id": "1088", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nYou won't find a single polite person in a big city. I went downtown today, and no one would stop to give me directions! Those city dwellers have got some nerve!\nContext: N/A\nOptions: (A) false causation: the assumption that because two things happened together, one caused the other (B) appeal to nature: the assumption that natural things are always good (C) hasty generalization: a broad claim based on too few observations" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the speaker's bad experience downtown indicates that all people who live in cities are rude. However, the speaker's experience with a handful of people in one city does not necessarily reflect the behavior of all people in cities everywhere. This illustrates a type of logical fallacy known as a hasty generalization. The answer is C." + } + ] + }, + { + "id": "1089", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nIn the game today, Molly hit a home run with bases loaded!\nContext: N/A\nOptions: (A) declarative (B) exclamatory (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement that shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is B." + } + ] + }, + { + "id": "1093", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Kenneth inherited this trait?\nContext: Read the description of a trait.\nKenneth has pale skin.\nOptions: (A) Kenneth and his father both have dark hair. (B) Kenneth's parents have pale skin. They passed down this trait to Kenneth." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "1095", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nBrenda plays tennis.\nContext: Hint: Playing tennis takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play tennis. Instead, some people learn how to play tennis. Playing the sport takes practice. So, playing tennis is an acquired trait. The answer is B." + } + ] + }, + { + "id": "1098", + "conversations": [ + { + "from": "human", + "value": "Complete the sentences.\nThe Sixth Amendment talks about criminal trials. It says that all criminal trials must be speedy and public. It also says that anyone accused of a crime has the right to get help from ().\nContext: N/A\nOptions: (A) the army (B) the president (C) a lawyer (D) other countries" + }, + { + "from": "gpt", + "value": "The Sixth Amendment says that all criminal trials must be speedy and public. It also says that anyone accused of a crime has the right to get help from a lawyer. A lawyer is a person trained in the law. If someone cannot afford to hire a lawyer, the government will pay for one. Usually these lawyers are called public defenders. There are more than 15,000 public defenders in the United States. They defend people in millions of criminal cases every year. Part of the text of the Sixth Amendment is below. Notice the phrases \"speedy and public trial\" and \"assistance of counsel.\" Does the text mention any other rules for trials? In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed. . .and to have the assistance of counsel for his defense. The answer is C." + } + ] + }, + { + "id": "1113", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Blossom's phenotype for the coat color trait?\nContext: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l).\nBlossom is a horse from this group. Blossom has the homozygous genotype ll for the coat color gene.\nOptions: (A) a black coat (B) a reddish-brown coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Blossom's genotype for the coat color gene is ll. Blossom's genotype of ll has only l alleles. The l allele is for a reddish-brown coat. So, Blossom's phenotype for the coat color trait must be a reddish-brown coat.\nTo check this answer, consider whether Blossom's alleles are dominant or recessive. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l). This means L is a dominant allele, and l is a recessive allele.\nBlossom's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Blossom's phenotype for the coat color trait must be a reddish-brown coat. The answer is B." + } + ] + }, + { + "id": "1114", + "conversations": [ + { + "from": "human", + "value": "How long does it take to slide down a slide?\nContext: Select the better estimate.\nOptions: (A) 3 seconds (B) 3 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to slide down a slide is 3 seconds.\n3 minutes is too slow. The answer is A." + } + ] + }, + { + "id": "1123", + "image": "1123\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nBeryllium is ().\nContext: The model below represents beryllium. ryllium is a strong, lightweight metal used to make mirrors for space telescopes.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether beryllium is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that light green represents the chemical element with the atomic symbol Be. So, the model shows you that beryllium is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that beryllium is composed of only one chemical element. So, beryllium is an elementary substance. The answer is A." + } + ] + }, + { + "id": "1128", + "conversations": [ + { + "from": "human", + "value": "Select the plant.\nContext: N/A\nOptions: (A) Alligators eat animals. (B) Ivy has star-shaped leaves. (C) Hippopotamuses eat plants. (D) Water buffalo eat plants." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. An alligator is an animal. It eats other animals.\nAlligators can live in ponds, rivers, marshes, and lakes.\nA hippopotamus is an animal. It eats plants.\nHippopotamuses keep cool by lying in mud or water.\nIvy is a plant. It has green star-shaped leaves.\nIvy is a climbing plant. It can grow up the sides of walls, trees, and rocks. But its roots grow in the ground.\nA water buffalo is an animal. It eats plants.\nWater buffalo live near water. They can live near rivers or swamps. The answer is B." + } + ] + }, + { + "id": "1131", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nIn ancient Greece and Rome, dice were usually made from bone and ivory.\nContext: N/A\nOptions: (A) declarative (B) interrogative (C) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A." + } + ] + }, + { + "id": "1134", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a passenger helicopter?\nContext: Select the best estimate.\nOptions: (A) 4 ounces (B) 4 pounds (C) 4 tons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a passenger helicopter is 4 tons.\n4 ounces and 4 pounds are both too light. The answer is C." + } + ] + }, + { + "id": "1135", + "image": "1135\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Edwin's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nEdwin, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Edwin thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.\nSo, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.\nFigure: fabric that has not absorbed drops of water.\nOptions: (A) how much athletes would sweat in the fabric (B) if the sample fabric would absorb one drop of water in less than one second (C) how long it would take the sample fabric to dry after it absorbed one drop of water\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "1137", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Victoria investigate with an experiment?\nContext: Victoria leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:\none bar of milk chocolate\none bar of dark chocolate\na stove\na pot\nOptions: (A) Does milk chocolate or dark chocolate melt faster when heated on the stove? (B) Does dark chocolate or white chocolate melt faster when heated on the stove? (C) Does milk chocolate melt faster when heated in a microwave or on a stove?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "1139", + "image": "1139\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "1153", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a kitchen sink?\nContext: Select the best estimate.\nOptions: (A) 13 gallons (B) 13 fluid ounces (C) 13 cups" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a kitchen sink is 13 gallons.\n13 fluid ounces and 13 cups are both too little. The answer is A." + } + ] + }, + { + "id": "1165", + "image": "1165\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Massachusetts?\nContext: N/A\nOptions: (A) Dover (B) Boston (C) Salem (D) Augusta\n" + }, + { + "from": "gpt", + "value": "Boston is the capital of Massachusetts. The answer is B." + } + ] + }, + { + "id": "1174", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nclover - cry\nContext: N/A\nOptions: (A) come (B) cap" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince come is between the guide words clover - cry, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "1179", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word nauseous in its traditional sense?\nContext: N/A\nOptions: (A) Tisha's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair. (B) Tisha's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses nauseous in its traditional sense: causing disgust or nausea.\nTisha's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.\nThe first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nTisha's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "1203", + "image": "1203\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the Morelet's crocodile's scientific name?\nContext: The Morelet's crocodile lives in South America. Its scientific name refers to P. M. A. Morelet, the French naturalist who first identified the crocodile in 1850. A naturalist is a scientist who observes and studies organisms in their environments.\nOptions: (A) Crocodylus moreletii (B) Crocodylus anthropophagus\n" + }, + { + "from": "gpt", + "value": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. This organism's scientific name refers to P. M. A. Morelet.\nThe word moreletii refers to P. M. A. Morelet. So, the Morelet's crocodile's scientific name is Crocodylus moreletii. The answer is A." + } + ] + }, + { + "id": "1206", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nIt's an open secret that Hunter is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know.\nContext: N/A\nOptions: (A) oxymoron (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOpen secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden. The answer is A." + } + ] + }, + { + "id": "1208", + "image": "1208\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this flower vase made of?\nContext: N/A\nOptions: (A) silk (B) glass\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the flower vase.\nThe flower vase is made of glass.\nGlass is a clear, breakable material. If you knock over a glass flower vase, it might break. The answer is B." + } + ] + }, + { + "id": "1211", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Darren inherited this trait?\nContext: Read the description of a trait.\nDarren has freckles.\nOptions: (A) Darren and his biological mother have pale skin. (B) Darren's biological parents have freckles on their noses just as Darren does. (C) Darren has freckles on his nose and shoulders." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "1212", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Dr. Erickson and her team took horses and went to a place that had no modern medical services. (B) Dr. Erickson and her team traveled by horseback to a remote village that had no modern medical services." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).\nThe second sentence uses more precise language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "1221", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) birdwing butterfly (B) trapdoor spider (C) forest scorpion (D) wombat" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. Like other spiders, a trapdoor spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA birdwing butterfly is an insect. Like other insects, a birdwing butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other scorpions, a forest scorpion is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA wombat is a mammal. Like other mammals, a wombat is a vertebrate. It has a backbone. The answer is D." + } + ] + }, + { + "id": "1222", + "image": "1222\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "1223", + "image": "1223\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Kansas?\nContext: N/A\nOptions: (A) Wichita (B) Pierre (C) Springfield (D) Topeka\n" + }, + { + "from": "gpt", + "value": "Topeka is the capital of Kansas. The answer is D." + } + ] + }, + { + "id": "1224", + "image": "1224\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) translucent (B) opaque (C) fragile\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. None of the objects are translucent.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nAn opaque object does not let light through. All three objects are opaque.\nThe property that all three objects have in common is opaque. The answer is B." + } + ] + }, + { + "id": "1226", + "image": "1226\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Turner and Mona trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nTurner and Mona open their lunch boxes in the school cafeteria. Neither Turner nor Mona got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nTurner's lunch Mona's lunch\nOptions: (A) Turner can trade his tomatoes for Mona's broccoli. (B) Turner can trade his tomatoes for Mona's carrots. (C) Mona can trade her broccoli for Turner's oranges. (D) Mona can trade her almonds for Turner's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nTurner wants broccoli. Mona wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A." + } + ] + }, + { + "id": "1228", + "image": "1228\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) stretchy (B) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The fish bowl is transparent.\nA stretchy object gets longer when you pull on it. The fish bowl is not stretchy. The answer is B." + } + ] + }, + { + "id": "1231", + "image": "1231\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Tuvalu (B) Australia (C) New Zealand (D) Papua New Guinea\n" + }, + { + "from": "gpt", + "value": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is B." + } + ] + }, + { + "id": "1232", + "image": "1232\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample A (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "1234", + "conversations": [ + { + "from": "human", + "value": "Would you find the word slide on a dictionary page with the following guide words?\nsatisfy - suggest\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince slide is between the guide words satisfy - suggest, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "1237", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nbookcase - burden\nContext: N/A\nOptions: (A) beware (B) brilliant" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince brilliant is between the guide words bookcase - burden, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "1244", + "image": "1244\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Blue Nile Falls.\nBlue Nile Falls is in Ethiopia. The winds in this part of Africa usually blow from the southeast.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nBlue Nile Falls is in Ethiopia. The winds in this part of Africa usually blow from the southeast.\nThe underlined part of the passage tells you about the usual wind patterns at Blue Nile Falls. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "1247", + "image": "1247\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this egg carton made of?\nContext: N/A\nOptions: (A) wood (B) styrofoam\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the egg carton.\nThe egg carton is made of styrofoam.\nNot all egg cartons are made of styrofoam. Some egg cartons are made of soft, gray cardboard. The answer is B." + } + ] + }, + { + "id": "1251", + "image": "1251\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Florida?\nContext: N/A\nOptions: (A) Tampa (B) Little Rock (C) Laramie (D) Tallahassee\n" + }, + { + "from": "gpt", + "value": "Tallahassee is the capital of Florida. The answer is D." + } + ] + }, + { + "id": "1252", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Uncle Jim, (B) dear Uncle Jim," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Uncle Jim is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "1253", + "image": "1253\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Kira's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nKira prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Kira soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Kira scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.\nOptions: (A) Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water? (B) Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "1259", + "image": "1259\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Federated States of Micronesia (B) New Zealand (C) Tuvalu (D) Tonga\n" + }, + { + "from": "gpt", + "value": "This country is Tuvalu. The answer is C." + } + ] + }, + { + "id": "1268", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a bottle of nail polish?\nContext: Select the better estimate.\nOptions: (A) 11 liters (B) 11 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bottle of nail polish is 11 milliliters.\n11 liters is too much. The answer is B." + } + ] + }, + { + "id": "1269", + "image": "1269\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) shiny (B) fuzzy (C) blue\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nBlue is a color.\nThis color is blue. None of the objects are blue.\nThe property that all three objects have in common is shiny. The answer is A." + } + ] + }, + { + "id": "1281", + "image": "1281\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maryland (B) Virginia (C) Washington, D.C. (D) Rhode Island\n" + }, + { + "from": "gpt", + "value": "The colony is Maryland. The answer is A." + } + ] + }, + { + "id": "1282", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a cold glass of water?\nContext: Select the better estimate.\nOptions: (A) 3\u00b0C (B) 3\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a cold glass of water is 3\u00b0C.\n3\u00b0F is too cold. The answer is A." + } + ] + }, + { + "id": "1286", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na piece of pizza rotting in a trashcan\nburning a candle\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are only physical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.\nBurning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBurning is caused by heating. But a piece of pizza rotting is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "1289", + "image": "1289\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) Nebraska (B) Louisiana (C) Idaho (D) Arizona\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Louisiana is farthest east. The answer is B." + } + ] + }, + { + "id": "1301", + "image": "1301\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) The Bahamas (B) Cuba (C) Jamaica (D) Haiti\n" + }, + { + "from": "gpt", + "value": "This country is Cuba.\nDoes Cuba have any territorial disputes?\nCuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States controls the area and uses it as a military base and prison. A treaty in 1903 gave the U.S. the right to rent the land from Cuba. But today, Cuba says that it had no choice but to accept the treaty. It wants the United States to leave the area and does not accept the rent money sent by the United States each year. The answer is B." + } + ] + }, + { + "id": "1304", + "image": "1304\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month is the hottest on average in Rome?\nContext: Use the graph to answer the question below.\nOptions: (A) December, January, and February (B) July and August (C) March and April\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. To describe the average temperature trends in Rome, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in July and August are around 23\u00b0C. These months have the highest average temperatures of all of the months. So, they are the hottest months on average. The answer is B." + } + ] + }, + { + "id": "1309", + "image": "1309\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New York (B) Rhode Island (C) North Carolina (D) New Jersey\n" + }, + { + "from": "gpt", + "value": "The colony is Rhode Island. The answer is B." + } + ] + }, + { + "id": "1314", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nThe makeup artist's devotion to his work has at times turned into a personal obsession with certain clients, leading some to call him a modern-day Pygmalion.\nContext: N/A\nOptions: (A) Greek mythology (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Pygmalion is Greek mythology.\nIn Greek mythology, Pygmalion was a king who fell in love with his sculpture of an ideal woman. The statue then came to life in answer to his prayer.\nThe allusion Pygmalion means a person who becomes overly invested in his or her creation. The answer is A." + } + ] + }, + { + "id": "1315", + "image": "1315\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted to tear through meat?\nContext: Cougars are carnivores, or meat eaters. They eat mammals such as deer and rabbits. The 's mouth is adapted to tear through meat.\nFigure: cougar.\nOptions: (A) tiger (B) marmot\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the cougar.\nThe cougar has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The cougar uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe tiger has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe marmot has large front teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The marmot uses its mouth to gnaw on plant matter. The answer is A." + } + ] + }, + { + "id": "1320", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Kenny acquired this trait?\nContext: Read the description of a trait.\nKenny has a scar on his right arm.\nOptions: (A) Some scars fade more quickly than others. (B) Kenny's scar was caused by an accident. He cut his arm when he fell off his bicycle." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "1326", + "image": "1326\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the water in a sink a solid or a liquid?\nContext: N/A\nOptions: (A) a liquid (B) a solid\n" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. The water in a sink is a liquid. A liquid takes the shape of any container it is in.\nIf you move the water from a sink into a different container, the water will take the shape of that container. But the water will still take up the same amount of space. The answer is A." + } + ] + }, + { + "id": "1338", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nDon't try to tell me that you only watch educational programming, Gina! I know for a fact that your sister only watches reality television.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Gina must watch reality television, because her sister watches reality television. However, even though Gina's sister watches reality television, that doesn't necessarily mean that Gina does, too. This illustrates a type of logical fallacy known as guilt by association. The answer is B." + } + ] + }, + { + "id": "1339", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word literally in its traditional sense?\nContext: N/A\nOptions: (A) Mia adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old. (B) Mia adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses literally in its traditional sense: in a factual, non-exaggerated way.\nMia adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.\nThe first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.\nMia adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is A." + } + ] + }, + { + "id": "1340", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nOver time, too much sun will harm your skin.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, harm. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "1355", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAt twenty-one, Ernesto felt overwhelmed with adult responsibilities and wished he could fly off to Neverland.\nContext: N/A\nOptions: (A) allusion (B) onomatopoeia" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up. The answer is A." + } + ] + }, + { + "id": "1359", + "image": "1359\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maryland?\nContext: N/A\nOptions: (A) Juneau (B) Augusta (C) Annapolis (D) Providence\n" + }, + { + "from": "gpt", + "value": "Annapolis is the capital of Maryland. The answer is C." + } + ] + }, + { + "id": "1360", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nThe rise of video games has led to more computer science PhDs, as shown by the fact that the number of PhD degrees in computer science increased as video games became more popular.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (C) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that a rise in video games has increased the number of PhD degrees in computer science. However, this isn't necessarily true. There could be common explanation for both increases. For example, increased access to computers could be responsible for both the rise in video games and the increase in computer science PhDs. This illustrates a type of logical fallacy known as false causation. The answer is C." + } + ] + }, + { + "id": "1370", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a short story?\nContext: N/A\nOptions: (A) Pigs Is Pigs (B) \"Pigs Is Pigs\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A short story should be in quotation marks.\nThe correct title is \"Pigs Is Pigs.\" The answer is B." + } + ] + }, + { + "id": "1378", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nJamie usually eats oatmeal for breakfast.\nContext: N/A\nOptions: (A) declarative (B) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A." + } + ] + }, + { + "id": "1382", + "image": "1382\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Palau (B) Nauru (C) the Federated States of Micronesia (D) New Zealand\n" + }, + { + "from": "gpt", + "value": "This country is Palau. The answer is A." + } + ] + }, + { + "id": "1387", + "image": "1387\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Utah?\nContext: N/A\nOptions: (A) Helena (B) Albany (C) Salt Lake City (D) Provo\n" + }, + { + "from": "gpt", + "value": "Salt Lake City is the capital of Utah. The answer is C." + } + ] + }, + { + "id": "1389", + "image": "1389\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Jersey?\nContext: N/A\nOptions: (A) Newark (B) Montpelier (C) Jersey City (D) Trenton\n" + }, + { + "from": "gpt", + "value": "Trenton is the capital of New Jersey. The answer is D." + } + ] + }, + { + "id": "1392", + "image": "1392\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following organisms is the decomposer in this food web?\nContext: Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) green algae (B) water mold (C) golden algae\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe water mold does not have arrows pointing from it to other organisms. So, the water mold is a decomposer.\nThe bacteria do not have arrows pointing from them to other organisms. So, the bacteria are decomposers.\nThe green algae has arrows pointing from it. So, the green algae is not a decomposer.\nThe golden algae has an arrow pointing from it. So, the golden algae is not a decomposer. The answer is B." + } + ] + }, + { + "id": "1395", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Giant water lilies can grow big flowers. (B) Chameleons walk and climb." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A giant water lily is a plant. It can grow big flowers.\nGiant water lilies grow in the Amazon river in South America.\nA chameleon is an animal. It walks and climbs.\nChameleons can grab onto branches with their tails. This helps chameleons walk between tree tops. The answer is B." + } + ] + }, + { + "id": "1396", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the reptile traits listed above.\nContext: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:\nThey have scaly, waterproof skin.\nThey make eggs with shells. Observe the animals and read the descriptions.\nOptions: (A) Common snapping turtles hatch from eggs with shells. They have powerful beaks. When a snapping turtle is threatened by a predator, it snaps its beak! Snapping turtles have scaly, waterproof skin. (B) Salmon lay eggs with no shells at the bottom of freshwater streams. Salmon use their powerful fins to swim. They can even jump up small waterfalls!" + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nReptiles have the following traits:\nThey have scaly, waterproof skin.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA common snapping turtle has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA common snapping turtle has the traits of a reptile. A common snapping turtle is a reptile.\nA salmon has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA salmon does not have all of the traits of a reptile. A salmon is a fish. The answer is A." + } + ] + }, + { + "id": "1400", + "image": "1400\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the North American beaver.\nContext: This organism is a North American beaver. Its scientific name is Castor canadensis.\nOptions: (A) Goura scheepmakeri (B) Castor fiber (C) Cervus canadensis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor.\nCervus canadensis and Castor canadensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Cervus canadensis and Castor canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Cervus canadensis is in the genus Cervus, and Castor canadensis is in the genus Castor.\nCastor fiber is in the genus Castor. The first word of its scientific name is Castor. So, Castor fiber and Castor canadensis are in the same genus.\nGoura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Castor canadensis are not in the same genus. The answer is B." + } + ] + }, + { + "id": "1411", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a hot day in the desert?\nContext: Select the better estimate.\nOptions: (A) 45\u00b0F (B) 45\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a hot day in the desert is 45\u00b0C.\n45\u00b0F is too cold. The answer is B." + } + ] + }, + { + "id": "1412", + "image": "1412\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in the snow?\nContext: Polar bears live in and around the cold Arctic Ocean. The is adapted to be camouflaged in the snow.\nFigure: polar bear.\nOptions: (A) Arctic hare (B) camel\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the polar bear.\nThe polar bear has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic hare has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe camel has sand-colored fur covering its skin. It is not adapted to be camouflaged in the snow. The answer is A." + } + ] + }, + { + "id": "1421", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Maureen inherited this trait?\nContext: Read the description of a trait.\nMaureen has wavy hair.\nOptions: (A) Maureen's parents were born with wavy hair. They passed down this trait to Maureen. (B) Maureen and her mother both have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "1431", + "image": "1431\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Indian Ocean (B) the Atlantic Ocean (C) the Pacific Ocean (D) the Southern Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is B." + } + ] + }, + { + "id": "1445", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) see you soon,\nRose (B) See you soon,\nRose" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "1454", + "image": "1454\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of relationship is formed when a bristle worm lives on a white sea urchin?\nContext: Read the passage. Then answer the question.\n\nWhite sea urchins live in tropical oceans. Sea urchins are covered with hard, sharp spines. These spear-like spines protect the sea urchin from predators, such as fish. Sometimes a small worm, called a bristle worm, also uses the spines for protection.\nThe worm lives on the sea urchin, between the spines. To attack a worm on the sea urchin's body, a fish would have to get past the spines. When the worm lives on the sea urchin, the worm does not change the sea urchin's ability to survive.\nFigure: a white sea urchin in the ocean.\nOptions: (A) mutualistic (B) commensal (C) parasitic\n" + }, + { + "from": "gpt", + "value": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When a bristle worm lives on a white sea urchin, the worm is protected from predators by the sea urchin's sharp spines. So, the worm benefits from its relationship with the sea urchin.\nThe sea urchin's ability to survive does not change when a worm lives on it. So, the sea urchin is not significantly affected by its relationship with the worm.\nSince the worm benefits and the sea urchin is not significantly affected, a commensal relationship is formed when a bristle worm lives on a white sea urchin. The answer is B." + } + ] + }, + { + "id": "1463", + "conversations": [ + { + "from": "human", + "value": "Two baked potatoes have the same temperature but different masses. Which potato has more thermal energy?\nContext: The objects are made of the same type of matter.\nOptions: (A) the baked potato with more mass (B) the baked potato with less mass" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two baked potatoes have the same temperature and are made of the same type of matter. So, the baked potato with more mass has more thermal energy. The answer is A." + } + ] + }, + { + "id": "1468", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\n\"That fits you well,\" Tamir remarked after Kinsley's cap fell over her eyes for the tenth time.\nContext: N/A\nOptions: (A) The cap was a good fit. (B) The cap was too big." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nFits you well ironically suggests that the cap was too big. The cap was falling over Kinsley's eyes, so it didn't fit her well at all. The answer is B." + } + ] + }, + { + "id": "1469", + "conversations": [ + { + "from": "human", + "value": "How long is a hammer?\nContext: Select the better estimate.\nOptions: (A) 25 centimeters (B) 25 meters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a hammer is 25 centimeters.\n25 meters is too long. The answer is A." + } + ] + }, + { + "id": "1473", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) According to Rebecca, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that he is her favorite player. (B) According to Rebecca, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun he could refer to Joe Di Maggio or Willie Mays.\nThe first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Mays.\nAccording to Rebecca, Willie Mays hit 660 career home runs, although Joe DiMaggio had a higher batting average. She said that Mays is her favorite player. The answer is A." + } + ] + }, + { + "id": "1477", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a rock.\nContext: N/A\nOptions: (A) Granodiorite is not made by living things. It is a solid. (B) A brick is made in a factory. It is not a pure substance. (C) Limestone is formed in nature. It is not a pure substance." + }, + { + "from": "gpt", + "value": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nGranodiorite is a rock.\nA brick is made in a factory. But all rocks are formed in nature.\nSo, a brick is not a rock.\nLimestone is a rock. The answer is B." + } + ] + }, + { + "id": "1491", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Ryan acquired this trait?\nContext: Read the description of a trait.\nRyan knows how to knit sweaters.\nOptions: (A) Ryan knits sweaters using cotton, wool, and other types of yarn. (B) Ryan learned how to knit in an after school program." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "1501", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Listened to soft music alone in his room. (B) He won't get lost I will give him directions." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. He won't get lost I will give him directions is a run-on sentence. It has two sentences that are joined without end punctuation: He won't get lost and I will give him directions. The answer is B." + } + ] + }, + { + "id": "1503", + "image": "1503\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) rough (B) yellow (C) sticky\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The rain boots and the rubber duck are not rough.\nA sticky object can attach or stick to other things. The rain boots and the rubber duck are not sticky.\nYellow is a color.\nThis color is yellow. All three objects are yellow.\nThe property that all three objects have in common is yellow. The answer is B." + } + ] + }, + { + "id": "1514", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJen has a scar on her left knee.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "1515", + "image": "1515\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) Georgia (B) Delaware (C) North Dakota (D) Colorado\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Delaware is farthest east. The answer is B." + } + ] + }, + { + "id": "1518", + "image": "1518\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's scientific name?\nContext: This organism is a great white shark. It is also called Carcharodon carcharias.\nOptions: (A) Carcharodon carcharias (B) great white shark\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Carcharodon carcharias is written in italics. The first word is capitalized, and the second word is not.\nSo, Carcharodon carcharias is the scientific name. The answer is A." + } + ] + }, + { + "id": "1526", + "image": "1526\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month is the wettest on average in Christchurch?\nContext: Use the graph to answer the question below.\nOptions: (A) August (B) April (C) May\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Aug\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average. The answer is C." + } + ] + }, + { + "id": "1529", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Warren inherited this trait?\nContext: Read the description of a trait.\nWarren has blond hair.\nOptions: (A) Warren's parents have blond hair. They passed down this trait to Warren. (B) Warren's mother cuts his hair every month." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "1531", + "conversations": [ + { + "from": "human", + "value": "Which mug of cider has a lower temperature?\nContext: Two 150-gram mugs of cider are identical except for their thermal energies.\nOptions: (A) the mug of cider with less thermal energy (B) the mug of cider with more thermal energy" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two mugs of cider are made of the same material and have the same mass. So, the mug of cider with less thermal energy has a lower temperature. The answer is A." + } + ] + }, + { + "id": "1532", + "conversations": [ + { + "from": "human", + "value": "Select the reptile.\nContext: N/A\nOptions: (A) great white shark (B) olive toad (C) American alligator (D) western gorilla" + }, + { + "from": "gpt", + "value": "Reptiles have scaly, waterproof skin. Most reptiles live on land. An olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA western gorilla is a mammal. It has fur and feeds its young milk.\nGorillas live in groups called troops. The largest male in the troop is usually the leader.\nAn American alligator is a reptile. It has scaly, waterproof skin.\nAlligators live in and around water. They can live near ponds, rivers, marshes, and lakes. The answer is C." + } + ] + }, + { + "id": "1533", + "conversations": [ + { + "from": "human", + "value": "Answer the riddle.\nI am an animal.\nI live with people.\nYou have to feed me.\nWhat am I?\nContext: N/A\nOptions: (A) a pet (B) a plant" + }, + { + "from": "gpt", + "value": "A pet is an animal.\nA pet lives with people.\nYou have to feed a pet. The answer is A." + } + ] + }, + { + "id": "1540", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMs. Thompson has suggested that our schools let students take statistics instead of algebra to graduate. Frankly, it is puzzling to me that she thinks algebra is a useless subject.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) guilt by association: a negative association intended to discredit someone or something (C) straw man: a misrepresentation of an opponent's position that makes it easier to argue against" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Ms. Thompson thinks algebra is useless because she would let students take statistics instead. However, Ms. Thompson only claimed that students should be allowed to take statistics instead of algebra. She did not suggest that algebra is a useless subject. This illustrates a type of logical fallacy known as a straw man. The answer is C." + } + ] + }, + { + "id": "1550", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nShawna has a scar on her left knee.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "1551", + "image": "1551\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "1558", + "image": "1558\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Southern Ocean (B) the Pacific Ocean (C) the Atlantic Ocean (D) the Indian Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is A." + } + ] + }, + { + "id": "1569", + "image": "1569\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Olympia (B) Denver (C) Carson City (D) Louisville\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is B." + } + ] + }, + { + "id": "1571", + "conversations": [ + { + "from": "human", + "value": "Is there a sentence fragment?\nWe called a taxi for Mr. McClure. Whose car was towed from the no-parking zone in front of the firehouse.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is a sentence fragment that does not express a complete thought.\nWe called a taxi for Mr. McClure. Whose car was towed from the no-parking zone in front of the firehouse.\nHere is one way to fix the sentence fragment:\nWe called a taxi for Mr. McClure, whose car was towed from the no-parking zone in front of the firehouse. The answer is A." + } + ] + }, + { + "id": "1572", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) see you soon,\nJack (B) See you soon,\nJack" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "1582", + "image": "1582\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Australia (B) the Marshall Islands (C) New Zealand (D) Papua New Guinea\n" + }, + { + "from": "gpt", + "value": "This country is New Zealand. The answer is C." + } + ] + }, + { + "id": "1584", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word disinterested in its traditional sense?\nContext: N/A\nOptions: (A) As a teacher of American history, Mr. Gordon tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint. (B) As an experienced teacher of American history, Mr. Gordon believes that playing history-based trivia games will revive even the most disinterested of students." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses disinterested in its traditional sense: unbiased or impartial.\nAs a teacher of American history, Mr. Gordon tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.\nThe second text uses disinterested in its nontraditional sense: uninterested or indifferent.\nAs an experienced teacher of American history, Mr. Gordon believes that playing history-based trivia games will revive even the most disinterested of students.\nMost style guides recommend to use the traditional sense of the word disinterested because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "1586", + "image": "1586\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Missouri (B) Michigan (C) Maine (D) Oregon\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Missouri is farthest south. The answer is A." + } + ] + }, + { + "id": "1590", + "image": "1590\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) Miami (B) Atlanta (C) Nashville (D) Oklahoma City\n" + }, + { + "from": "gpt", + "value": "The city is Atlanta, Georgia. Oklahoma City, Nashville, and Miami are marked with gray circles on the map below. The answer is B." + } + ] + }, + { + "id": "1592", + "conversations": [ + { + "from": "human", + "value": "What does the metaphor in this text suggest?\nWhen Zeke lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career.\nContext: N/A\nOptions: (A) Zeke felt in the dark about what to do after losing his job. (B) There was a benefit to Zeke's job loss." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Zeke's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Zeke's new career was beneficial in helping him escape the emotionally difficult experience of losing his job. The answer is B." + } + ] + }, + { + "id": "1598", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that John inherited this trait?\nContext: Read the description of a trait.\nJohn has hazel eyes.\nOptions: (A) John wears glasses and so do his sisters. (B) John's friend also has hazel eyes. (C) John's biological father wears contacts in his hazel eyes." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "1605", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a poem?\nContext: N/A\nOptions: (A) \"The Mountain and the Squirrel\" (B) The Mountain and the Squirrel" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A poem should be in quotation marks.\nThe correct title is \"The Mountain and the Squirrel.\" The answer is A." + } + ] + }, + { + "id": "1606", + "conversations": [ + { + "from": "human", + "value": "Would you find the word beauty on a dictionary page with the following guide words?\nblame - bunk\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince beauty is not between the guide words blame - bunk, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "1608", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Vocal cords in your throat help you make sounds. (B) Jasper won the school costume contest, his mom felt proud." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Jasper won the school costume contest, his mom felt proud is a run-on sentence. It has two sentences that are joined by just a comma: Jasper won the school costume contest and His mom felt proud. The answer is B." + } + ] + }, + { + "id": "1612", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nslate - strong\nContext: N/A\nOptions: (A) smile (B) shred" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince smile is between the guide words slate - strong, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "1615", + "conversations": [ + { + "from": "human", + "value": "Which organ takes in oxygen from the air?\nContext: N/A\nOptions: (A) skeleton (B) heart (C) brain (D) lungs" + }, + { + "from": "gpt", + "value": " The answer is D." + } + ] + }, + { + "id": "1618", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) With love,\nKevin (B) with love,\nKevin" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "1621", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbaking cookies\nwater evaporating from a puddle\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are caused by heating. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking cookies is a chemical change. Cookies are made from cookie dough. Baking turns the cookie dough into cookies. The cookies are a different type of matter than the dough.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nWater evaporating is a physical change. But baking cookies is not.\nBoth are chemical changes.\nBaking cookies is a chemical change. But water evaporating from a puddle is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "1626", + "conversations": [ + { + "from": "human", + "value": "What is the mass of an ear of corn?\nContext: Select the best estimate.\nOptions: (A) 12 pounds (B) 12 tons (C) 12 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of an ear of corn is 12 ounces.\n12 pounds and 12 tons are both too heavy. The answer is C." + } + ] + }, + { + "id": "1628", + "image": "1628\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food web, which organism contains matter that eventually moves to the bat star?\nContext: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) sea cucumber (B) sea otter (C) phytoplankton\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the bat star.There are four paths matter can take from the phytoplankton to the bat star: phytoplankton->zooplankton->kelp bass->bat star. phytoplankton->zooplankton->plainfin midshipman->kelp bass->bat star. phytoplankton->zooplankton->black rockfish->kelp bass->bat star. phytoplankton->plainfin midshipman->kelp bass->bat star. There are three paths matter can take from the zooplankton to the bat star: zooplankton->kelp bass->bat star. zooplankton->plainfin midshipman->kelp bass->bat star. zooplankton->black rockfish->kelp bass->bat star. sea otter. The only arrow pointing from the sea otter leads to the orca. The only arrow pointing from the orca leads to the sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the sea otter to the bat star.. sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the sea cucumber to the bat star.. The answer is C." + } + ] + }, + { + "id": "1632", + "conversations": [ + { + "from": "human", + "value": "Would you find the word other on a dictionary page with the following guide words?\noccur - oil\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince other is not between the guide words occur - oil, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "1633", + "image": "1633\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Dakota's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nDakota planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Dakota added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Dakota counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.\nFigure: tomato seedlings growing in soil.\nOptions: (A) Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer? (B) Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "1637", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nHanson's leaving his job? That's old news. He's been planning that for months.\nContext: N/A\nOptions: (A) euphemism (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information. The answer is B." + } + ] + }, + { + "id": "1640", + "image": "1640\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) Sacramento (B) Reno (C) Los Angeles (D) San Francisco\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is A." + } + ] + }, + { + "id": "1650", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nSince Laura Ellis became vice president of the parent-teacher association, student performance has declined and teacher morale is down. We on the school board believe that Ellis bears sole responsibility for the downtrend.\nContext: N/A\nOptions: (A) red herring: the use of a completely unrelated topic or idea (B) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Laura Ellis is responsible for the decline in student performance and teacher morale. However, even though things declined after Ellis became vice president of the parent-teacher association, that doesn't necessarily mean that she caused the downturn. This illustrates a type of logical fallacy known as false causation. The answer is B." + } + ] + }, + { + "id": "1654", + "conversations": [ + { + "from": "human", + "value": "What is the mass of an eraser?\nContext: Select the best estimate.\nOptions: (A) 2 tons (B) 2 ounces (C) 2 pounds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of an eraser is 2 ounces.\n2 pounds and 2 tons are both too heavy. The answer is B." + } + ] + }, + { + "id": "1669", + "image": "1669\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Africa (C) South America (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C." + } + ] + }, + { + "id": "1672", + "image": "1672\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Harry's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nHarry put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Harry checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails take fewer days to rust in water compared to vinegar? (B) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "1674", + "image": "1674\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nOf the four smallest planets, two are made mainly of gas.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which four planets are the smallest, look at the volumes and compare the exponents. The volumes of Mercury, Venus, Earth, and Mars have the smallest exponents. So, these four planets are the smallest.\nThese four planets are made mainly of rock. So, of the four smallest planets, none are made mainly of gas. The answer is A." + } + ] + }, + { + "id": "1696", + "image": "1696\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Denver (B) Concord (C) Columbia (D) Charlotte\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is A." + } + ] + }, + { + "id": "1702", + "image": "1702\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "1703", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nerosion caused by wind\nice melting in a cup\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are chemical changes. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nErosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter.\nIce melting in a cup is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water.\nThe links between atoms in the water molecules do not change. So, a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nIce melting is caused by heating. But erosion caused by wind is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "1708", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nScarlett has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter.\nContext: N/A\nOptions: (A) Scarlett has many responsibilities. (B) Scarlett has worked up an appetite." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Scarlett has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is A." + } + ] + }, + { + "id": "1714", + "image": "1714\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with a normal-sized body to offspring with a dwarf body? Choose the most likely ratio.\nContext: In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele for a dwarf body (b) is recessive to the allele for a normal-sized body (B).\nThis Punnett square shows a cross between two rats.\nOptions: (A) 1:3 (B) 4:0 (C) 0:4 (D) 2:2 (E) 3:1\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a normal-sized body or a dwarf body, consider whether each phenotype is the dominant or recessive allele's version of the body size trait. The question tells you that the b allele, which is for a dwarf body, is recessive to the B allele, which is for a normal-sized body.\nA normal-sized body is the dominant allele's version of the body size trait. A rat with the dominant version of the body size trait must have at least one dominant allele for the body size gene. So, offspring with a normal-sized body must have the genotype BB or Bb.\nAll 4 boxes in the Punnett square have the genotype BB or Bb.\nA dwarf body is the recessive allele's version of the body size trait. A rat with the recessive version of the body size trait must have only recessive alleles for the body size gene. So, offspring with a dwarf body must have the genotype bb.\nThere are 0 boxes in the Punnett square with the genotype bb.\nSo, the expected ratio of offspring with a normal-sized body to offspring with a dwarf body is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a normal-sized body. This cross is expected to never produce offspring with a dwarf body. The answer is B." + } + ] + }, + { + "id": "1717", + "conversations": [ + { + "from": "human", + "value": "What is the mass of an apple?\nContext: Select the better estimate.\nOptions: (A) 100 grams (B) 100 kilograms" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an apple is 100 grams.\n100 kilograms is too heavy. The answer is A." + } + ] + }, + { + "id": "1719", + "image": "1719\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA Banggai cardinalfish is an example of a fish.\nOptions: (A) water buffalo (B) poison dart frog (C) great white shark (D) penguin\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A penguin is a bird. It has feathers, two wings, and a beak.\nPenguins live near water. Penguins cannot fly! They use their wings to swim.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA poison dart frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous. The answer is C." + } + ] + }, + { + "id": "1721", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 120-gram bottle of water at a temperature of 10\u00b0C (B) a 120-gram bottle of water at a temperature of 20\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two bottles of water have the same mass but different temperatures. Since the 10\u00b0C bottle of water is colder than the 20\u00b0C bottle of water, it has less thermal energy. The answer is A." + } + ] + }, + { + "id": "1723", + "conversations": [ + { + "from": "human", + "value": "What does the metaphor in this text suggest?\nWhen Alvin lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career.\nContext: N/A\nOptions: (A) There was a benefit to Alvin's job loss. (B) Alvin felt in the dark about what to do after losing his job." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Alvin's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Alvin's new career was beneficial in helping him escape the emotionally difficult experience of losing his job. The answer is A." + } + ] + }, + { + "id": "1729", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nHunter invited Stacy to his house.\nContext: N/A\nOptions: (A) past tense (B) present tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, invited. The verb ends in -ed and tells you about something that has already happened. The answer is A." + } + ] + }, + { + "id": "1738", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Emma took the memory card out of the digital camera and put it in her desk drawer. (B) Emma took the memory card out of the digital camera and put the card in her desk drawer." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it could refer to the memory card or the digital camera.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the card.\nEmma took the memory card out of the digital camera and put the card in her desk drawer. The answer is A." + } + ] + }, + { + "id": "1752", + "image": "1752\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Clara and Harry trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nClara and Harry open their lunch boxes in the school cafeteria. Neither Clara nor Harry got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nClara's lunch Harry's lunch\nOptions: (A) Harry can trade his almonds for Clara's tomatoes. (B) Clara can trade her tomatoes for Harry's carrots. (C) Harry can trade his broccoli for Clara's oranges. (D) Clara can trade her tomatoes for Harry's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nClara wants broccoli. Harry wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "1757", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nSandeep dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled.\nContext: N/A\nOptions: (A) Greek mythology (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion prodigal son is the Bible.\nIn a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.\nThe allusion prodigal son means a person who behaves recklessly but later makes a repentant return. The answer is B." + } + ] + }, + { + "id": "1760", + "image": "1760\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) sour (B) stretchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA lemon has a sour taste. Both objects are sour.\nA stretchy object gets longer when you pull on it. Neither of the objects are stretchy.\nThe property that both objects have in common is sour. The answer is A." + } + ] + }, + { + "id": "1762", + "image": "1762\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) North Carolina (B) Mississippi (C) New York (D) Massachusetts\n" + }, + { + "from": "gpt", + "value": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C." + } + ] + }, + { + "id": "1765", + "image": "1765\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Massachusetts (B) Virginia (C) Georgia (D) New Hampshire\n" + }, + { + "from": "gpt", + "value": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is B." + } + ] + }, + { + "id": "1769", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nMaya needs a new pair of shoes.\nContext: N/A\nOptions: (A) future tense (B) present tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now. The answer is B." + } + ] + }, + { + "id": "1773", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nSusan has a scar on her right hand.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "1774", + "image": "1774\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Charlotte's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCharlotte was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Charlotte wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Charlotte put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.\nOptions: (A) if the blade guards would break in a crash (B) if adding the blade guards made the drone fly poorly (C) how much the drone weighed with the blade guards\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "1779", + "image": "1779\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "1784", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na piece of pear turning brown\nacid rain weathering a marble statue\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by cooling. (C) Both are only physical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of a pear turning brown is a chemical change. The substances in the pear react with oxygen in the air and turn into a different type of matter.\nIf you scrape off the brown part of the pear, the inside will still be white. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the pear.\nAcid rain weathering a marble statue is a chemical change. The acid rain reacts with the outside of the statue and breaks it down into a different type of matter. This new matter is then washed away by the rain. Acid rain is a type of pollution. It forms when smoke from automobiles and factories mixes with water in clouds.\nAcid rain is a type of pollution. It forms when automobiles and factories release smoke containing sulfur or nitrogen. Some of these chemicals react with water in the atmosphere. The reaction forms droplets of water that can fall back to the ground as acid rain.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "1803", + "image": "1803\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "1816", + "image": "1816\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following organisms is the omnivore in this food web?\nContext: Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) black racer (B) gray fox (C) silver maple (D) black bear\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\nThe black bear has an arrow pointing to it from the persimmon tree, which is a producer. The black bear also has arrows pointing to it from the swallowtail caterpillar and the beaver, which are consumers. The black bear eats a producer and consumers, so it is an omnivore.\nThe gray fox has two arrows pointing to it. These arrows start from the swallowtail caterpillar and the pine vole, which are both consumers. So, the gray fox is a consumer but not an omnivore.\nThe pine vole has an arrow pointing to it from the persimmon tree, which is a producer. The pine vole also has an arrow pointing to it from the swallowtail caterpillar, which is a consumer. The pine vole eats a producer and a consumer, so it is an omnivore.\nThe silver maple does not have any arrows pointing to it. So, the silver maple is not an omnivore.\nThe black racer has only one arrow pointing to it. This arrow starts from the pine vole, which is a consumer. So, the black racer is a consumer but not an omnivore. The answer is D." + } + ] + }, + { + "id": "1829", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAfter a parrotfish eats algae-covered coral, the coral travels through the fish's digestive system, and then it is deposited in the reef as white coral sand.\nContext: N/A\nOptions: (A) compound (B) simple (C) compound-complex (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the subordinating conjunction after.\nAfter a parrotfish eats algae-covered coral, the coral travels through the fish's digestive system, and then it is deposited in the reef as white coral sand. The answer is C." + } + ] + }, + { + "id": "1848", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nplants making food from sunlight, air, and water\na penny tarnishing\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are chemical changes. (C) Both are only physical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nPlants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "1857", + "image": "1857\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) opaque (B) fragile (C) smooth\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All four objects are opaque.\nA fragile object will break into pieces if you drop it. The ceramic mug is fragile, but the rock and the binder are not.\nA smooth object is not scratchy or rough. The ceramic mug is smooth, but the rock are not.\nThe property that all four objects have in common is opaque. The answer is A." + } + ] + }, + { + "id": "1874", + "image": "1874\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "1878", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the mango's motion?\nContext: A juicy mango is hanging motionless from a branch.\nOptions: (A) The mango has a constant velocity. (B) The mango is accelerating." + }, + { + "from": "gpt", + "value": "An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction. The mango is remaining motionless. So, the mango has a constant velocity. The answer is A." + } + ] + }, + { + "id": "1879", + "image": "1879\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Reid and Daniel trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nReid and Daniel open their lunch boxes in the school cafeteria. Neither Reid nor Daniel got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nReid's lunch Daniel's lunch\nOptions: (A) Reid can trade his tomatoes for Daniel's carrots. (B) Daniel can trade his broccoli for Reid's oranges. (C) Reid can trade his tomatoes for Daniel's broccoli. (D) Daniel can trade his almonds for Reid's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nReid wants broccoli. Daniel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C." + } + ] + }, + { + "id": "1883", + "image": "1883\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) flexible (B) fragile\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The ceramic mug is fragile.\nA flexible object can be folded or bent without breaking easily. The ceramic mug is not flexible. The answer is B." + } + ] + }, + { + "id": "1888", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nSince Hampton College receives more applications for admission than Greenpoint University, Hampton College is evidently a better school.\nContext: N/A\nOptions: (A) hasty generalization: a broad claim based on too few observations (B) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (C) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Hampton College is better than Greenpoint University because Hampton College receives more applications. However, the popularity of a school does not necessarily indicate its quality. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is C." + } + ] + }, + { + "id": "1891", + "conversations": [ + { + "from": "human", + "value": "Which is a sentence fragment?\nContext: N/A\nOptions: (A) Our cabin has bunk beds for the kids. (B) Circles the date on her wall calendar." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Circles the date on her wall calendar is a sentence fragment. It is missing a subject. The answer is B." + } + ] + }, + { + "id": "1894", + "conversations": [ + { + "from": "human", + "value": "How long is a human front tooth?\nContext: Select the best estimate.\nOptions: (A) 14 meters (B) 14 millimeters (C) 14 kilometers (D) 14 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a human front tooth is 14 millimeters.\n14 centimeters, 14 meters, and 14 kilometers are all too long. The answer is B." + } + ] + }, + { + "id": "1907", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nEmmy is good at knitting hats.\nContext: Hint: People who can knit had to learn how to do it.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is B." + } + ] + }, + { + "id": "1908", + "conversations": [ + { + "from": "human", + "value": "According to Newton's third law, what other force must be happening?\nContext: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.\nConsider the following force:\nNicole's foot is pushing on her car's gas pedal.\nOptions: (A) The gas pedal is pulling on Nicole's foot. (B) The gas pedal is pushing on Nicole's foot." + }, + { + "from": "gpt", + "value": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Nicole's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Nicole's foot. The answer is B." + } + ] + }, + { + "id": "1914", + "image": "1914\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Jeanette's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJeanette built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Jeanette observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Jeanette built three more of the same type of circuit. She repeated the tests with each circuit. Jeanette recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.\nFigure: a circuit with a battery, a light bulb, and a piece of copper.\nOptions: (A) Do circuits that include iron produce dimmer light than circuits that include copper? (B) Can light bulbs stay lit longer when circuits include copper or when circuits include iron?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "1916", + "image": "1916\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) sour (B) blue\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. Neither of the objects are blue.\nA lemon has a sour taste. Both objects are sour.\nThe property that both objects have in common is sour. The answer is A." + } + ] + }, + { + "id": "1921", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Minnie's phenotype for the whisker type trait?\nContext: In a group of Syrian hamsters, some individuals have straight whiskers and others have curved whiskers. In this group, the gene for the whisker type trait has two alleles. The allele H is for straight whiskers, and the allele h is for curved whiskers.\nMinnie, a Syrian hamster from this group, has straight whiskers. Minnie has two alleles for straight whiskers.\nOptions: (A) HH (B) straight whiskers" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Minnie's observable version of the whisker type trait is straight whiskers. So, Minnie's phenotype for the whisker type trait is straight whiskers. The answer is B." + } + ] + }, + { + "id": "1926", + "image": "1926\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Wanda and Ernest's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nWanda applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Ernest timed each ride. Wanda and Ernest calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.\nOptions: (A) Does Wanda's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax? (B) Does Wanda's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "1936", + "image": "1936\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this pull?\nContext: A sled dog team moves a sled across the snow. The team uses a force to pull the sled forward.\nOptions: (A) away from the sled dog team (B) toward the sled dog team\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The dogs pull the sled. The direction of the pull is toward the sled dog team. The answer is B." + } + ] + }, + { + "id": "1939", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nI'm never setting foot in any seafood restaurant again. We just had a ridiculously overpriced dinner at Mateo's Seafood Hut, and I have no interest in repeating that experience.\nContext: N/A\nOptions: (A) hasty generalization: a very broad claim based on very little evidence (B) red herring: the use of a completely unrelated topic or idea" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that all seafood restaurants are overpriced. However, even though one seafood restaurant was overpriced, that doesn't necessarily mean that all seafood restaurants are overpriced. This illustrates a type of logical fallacy known as a hasty generalization. The answer is A." + } + ] + }, + { + "id": "1940", + "image": "1940\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Ohio (B) South Dakota (C) Nebraska (D) Indiana\n" + }, + { + "from": "gpt", + "value": "This state is Indiana. The answer is D." + } + ] + }, + { + "id": "1941", + "conversations": [ + { + "from": "human", + "value": "Would you find the word wealthy on a dictionary page with the following guide words?\nwand - what\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince wealthy is between the guide words wand - what, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "1948", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nDuring last night's thunderstorm, a flurry of tiny hailstones danced across the roof of our house.\nContext: N/A\nOptions: (A) compound-complex (B) compound (C) simple (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nDuring last night's thunderstorm, a flurry of tiny hailstones danced across the roof of our house. The answer is C." + } + ] + }, + { + "id": "1949", + "conversations": [ + { + "from": "human", + "value": "Below are three examples of using energy from natural resources. Select the use of energy that did not add to air pollution.\nContext: Humans have invented many ways to use energy from natural resources. Some of these uses of energy add to air pollution, and others do not.\nHint: Burning a material such as wood, oil, or coal releases chemicals that add to air pollution.\nOptions: (A) The engine on a garbage truck burned natural gas. (B) Many early railway locomotives had engines that burned coal. (C) Wind turned the blades of a windmill that was used to grind wheat into flour." + }, + { + "from": "gpt", + "value": "Humans have invented many ways to use natural resources. We use energy from natural resources in our daily activities, including cooking food, moving objects, and powering machines.\nSome ways of using natural resources for energy add to air pollution, and others do not.\nWood, oil, and coal are examples of natural resources that are fuels. Burning a fuel provides energy. But it also releases chemicals that can be harmful to our health and to the environment. These chemicals add to air pollution.\nSunlight, wind, and water are natural resources that can provide energy. Using energy from the Sun, wind, or water does not burn material. These uses of energy do not release chemicals that add to air pollution. The answer is C." + } + ] + }, + { + "id": "1950", + "image": "1950\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nChristianity and () originated in the same region of the world.\nContext: The following map shows where several major world religions originated, or began. Look at the map. Then complete the sentence below.\nOptions: (A) Buddhism (B) Judaism (C) Yoruba (D) Hinduism\n" + }, + { + "from": "gpt", + "value": "Look at the map.\nThe markers representing Christianity and Judaism are close together, so they originated in the same region of the world. Both religions started in the Middle East. In fact, Christianity actually started as a form of Judaism!\nThe other choices are not correct. Hinduism and Buddhism originated in present-day India, and Yoruba is an African religion that started near present-day Nigeria. The answer is B." + } + ] + }, + { + "id": "1951", + "image": "1951\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) North America (B) Europe (C) Australia (D) South America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is D." + } + ] + }, + { + "id": "1952", + "image": "1952\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to crack large, hard nuts?\nContext: Scarlet macaws live in the forests of Central and South America. They eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.\nFigure: scarlet macaw.\nOptions: (A) African gray parrot (B) white-tipped sicklebill\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the scarlet macaw.\nThe scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The scarlet macaw uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe African gray parrot has a thick hooked beak. Its beak is adapted to crack large, hard nuts.\nThe white-tipped sicklebill has a long, thin, curved beak. Its beak is not adapted to crack large, hard nuts. The white-tipped sicklebill uses its beak to drink nectar out of long flowers. The answer is A." + } + ] + }, + { + "id": "1955", + "image": "1955\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution A (B) neither; their concentrations are the same (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is C." + } + ] + }, + { + "id": "1974", + "image": "1974\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maryland (B) New York (C) Illinois (D) Connecticut\n" + }, + { + "from": "gpt", + "value": "The colony is Maryland. The answer is A." + } + ] + }, + { + "id": "1976", + "image": "1976\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Jersey?\nContext: N/A\nOptions: (A) Augusta (B) Montpelier (C) Newark (D) Trenton\n" + }, + { + "from": "gpt", + "value": "Trenton is the capital of New Jersey. The answer is D." + } + ] + }, + { + "id": "1977", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a watering can?\nContext: Select the best estimate.\nOptions: (A) 24 cups (B) 24 fluid ounces (C) 24 gallons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a watering can is 24 cups.\n24 fluid ounces is too little and 24 gallons is too much. The answer is A." + } + ] + }, + { + "id": "1979", + "image": "1979\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Mexico?\nContext: N/A\nOptions: (A) Albuquerque (B) Santa Fe (C) Carson City (D) Lexington\n" + }, + { + "from": "gpt", + "value": "Santa Fe is the capital of New Mexico. The answer is B." + } + ] + }, + { + "id": "1985", + "conversations": [ + { + "from": "human", + "value": "The mom and dad push the strollers at the same speed. Which stroller is pushed with a larger force?\nContext: A mom, a dad, and two kids are going for a walk. The mom and the dad each push one of the kids in a stroller. The strollers are the same. But the kids are different sizes.\nOptions: (A) a stroller with kid that weighs 27 pounds (B) a stroller with kid that weighs 26 pounds" + }, + { + "from": "gpt", + "value": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the stroller that is heavier.\nA stroller holding a kid that weighs 27 pounds is heavier than a stroller holding a kid that weighs 26 pounds. So, the stroller holding the kid that weighs 27 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller. The answer is A." + } + ] + }, + { + "id": "2005", + "image": "2005\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Palaeopython have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an ancient animal called Palaeopython. Palaeopython lived in trees and could grow more than six feet long.\nOptions: (A) black stripes on its skin (B) large fins on its body (C) a long, thin body\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is C." + } + ] + }, + { + "id": "2007", + "image": "2007\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is sphalerite a mineral?\nContext: Sphalerite has the following properties:\nnot made by living things\nsolid\npure substance\nfound in nature\nfixed crystal structure\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Sphalerite has all the properties of a mineral. So, sphalerite is a mineral. The answer is B." + } + ] + }, + { + "id": "2009", + "conversations": [ + { + "from": "human", + "value": "Which object has the least thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 200-gram cup of black tea at a temperature of 187\u00b0F (B) a 200-gram cup of black tea at a temperature of 154\u00b0F (C) a 200-gram cup of black tea at a temperature of 172\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three cups of black tea have the same mass but different temperatures. Since the 154\u00b0F cup of black tea is the coldest, it has the least thermal energy. The answer is B." + } + ] + }, + { + "id": "2015", + "image": "2015\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the Eurasian beaver.\nContext: This organism is a Eurasian beaver. Its scientific name is Castor fiber.\nOptions: (A) Castor fiber (B) Ovis canadensis (C) Lontra canadensis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Eurasian beaver's scientific name is Castor fiber.\nOvis canadensis does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Ovis canadensis are not in the same species.\nLontra canadensis does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Lontra canadensis are not in the same species.\nCastor fiber has the same scientific name as a Eurasian beaver. So, these organisms are in the same species. The answer is A." + } + ] + }, + { + "id": "2018", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Mrs. Chapman informed her assistant that she had to book a flight to Seoul immediately. (B) Mrs. Chapman told her assistant to book a flight to Livingston immediately." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Chapman or her assistant.\nMrs. Chapman informed her assistant that she had to book a flight to Seoul immediately.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nMrs. Chapman told her assistant to book a flight to Livingston immediately. The answer is A." + } + ] + }, + { + "id": "2028", + "image": "2028\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the snowy owl.\nContext: This organism is a snowy owl. Its scientific name is Bubo scandiacus.\nOptions: (A) Bubo scandiacus (B) Ardea herodias (C) Pelecanus erythrorhynchos\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A snowy owl's scientific name is Bubo scandiacus.\nBubo scandiacus has the same scientific name as a snowy owl. So, these organisms are in the same species.\nArdea herodias does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Ardea herodias are not in the same species.\nPelecanus erythrorhynchos does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Pelecanus erythrorhynchos are not in the same species. The answer is A." + } + ] + }, + { + "id": "2037", + "image": "2037\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) flexible (B) transparent (C) opaque\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. None of the objects are opaque.\nA flexible object can be folded or bent without breaking easily. The glass and the glass flask are not flexible.\nYou can see clearly through a transparent object. All three objects are transparent.\nThe property that all three objects have in common is transparent. The answer is B." + } + ] + }, + { + "id": "2038", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nwhoop - wren\nContext: N/A\nOptions: (A) wait (B) width" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince width is between the guide words whoop - wren, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "2045", + "image": "2045\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is the main persuasive appeal used in this ad?\nContext: N/A\nOptions: (A) pathos (emotion) (B) ethos (character) (C) logos (reason)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to ethos, or character. It includes an endorsement (seal of approval) from a respected organization. The answer is B." + } + ] + }, + { + "id": "2051", + "conversations": [ + { + "from": "human", + "value": "Which banana has a lower temperature?\nContext: Two bananas are identical except for their thermal energies.\nOptions: (A) the banana with less thermal energy (B) the banana with more thermal energy" + }, + { + "from": "gpt", + "value": "The two bananas are made of the same material and have the same mass. So, the banana with less thermal energy has a lower temperature. The answer is A." + } + ] + }, + { + "id": "2055", + "image": "2055\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maine (B) Rhode Island (C) New York (D) Virginia\n" + }, + { + "from": "gpt", + "value": "The colony is Rhode Island. The answer is B." + } + ] + }, + { + "id": "2073", + "image": "2073\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk. A sea otter is an example of a mammal.\nOptions: (A) gray wolf (B) keel-billed toucan\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A keel-billed toucan is a bird. It has feathers, two wings, and a beak.\nToucans have large beaks. A toucan's beak can be half as long as its body.\nA gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together. The answer is A." + } + ] + }, + { + "id": "2078", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nIn such an unfamiliar environment, Luca was a fish out of water.\nContext: N/A\nOptions: (A) Luca felt out of place. (B) Luca didn't have any friends." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a fish out of water suggests that Luca felt out of place. A fish out of water is someone out of his or her usual, comfortable environment. The answer is A." + } + ] + }, + { + "id": "2081", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a cement truck?\nContext: Select the best estimate.\nOptions: (A) 20 tons (B) 20 pounds (C) 20 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a cement truck is 20 tons.\n20 ounces and 20 pounds are both too light. The answer is A." + } + ] + }, + { + "id": "2095", + "image": "2095\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Jersey (B) New York (C) Maryland (D) Delaware\n" + }, + { + "from": "gpt", + "value": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is B." + } + ] + }, + { + "id": "2098", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) air inside a balloon (B) wet paint (C) tent" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas. The air inside a balloon is a gas. A gas spreads out to fill a space. The air inside a balloon spreads out to fill all the space in the balloon. If the balloon pops, the air will spread out to fill a much larger space.\nA tent is a solid. You can fold a tent or spread it out. But it will still have a size and shape of its own.\nWet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space. The answer is C." + } + ] + }, + { + "id": "2107", + "conversations": [ + { + "from": "human", + "value": "How long is a sofa?\nContext: Select the best estimate.\nOptions: (A) 3 millimeters (B) 3 centimeters (C) 3 kilometers (D) 3 meters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a sofa is 3 meters.\n3 millimeters and 3 centimeters are too short. 3 kilometers is too long. The answer is D." + } + ] + }, + { + "id": "2110", + "conversations": [ + { + "from": "human", + "value": "According to the Tenth Amendment, who or what holds the powers not listed in the Constitution?\nContext: The Constitution lists the powers given to the United States government. But there are some powers that are not listed anywhere in the Constitution.\nOptions: (A) the governments of Canada and Mexico (B) the American people and the state governments (C) the military and private businesses (D) the president and vice president" + }, + { + "from": "gpt", + "value": "According to the Tenth Amendment, the Constitution lists all the powers given to the United States government. Any power not listed in the Constitution belongs to either the American people or the state governments. The full text of the Tenth Amendment is below. The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. The answer is B." + } + ] + }, + { + "id": "2122", + "conversations": [ + { + "from": "human", + "value": "Would you find the word bright on a dictionary page with the following guide words?\nbelieve - burrow\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince bright is between the guide words believe - burrow, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "2125", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nBarbara has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter.\nContext: N/A\nOptions: (A) Barbara has many responsibilities. (B) Barbara has no time to eat well." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Barbara has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is A." + } + ] + }, + { + "id": "2126", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word ironic in its traditional sense?\nContext: N/A\nOptions: (A) Last winter, Dale took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week. (B) Last winter, Dale took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Dale tried to get away from the snow but found himself in a snowstorm regardless.\nLast winter, Dale took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.\nThe first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Dale's friends were in Florida the week before.\nLast winter, Dale took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.\nMost style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect. The answer is A." + } + ] + }, + { + "id": "2129", + "image": "2129\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "2138", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nDon't try to tell me that you only watch educational programming, Rebecca! I know for a fact that your sister only watches reality television.\nContext: N/A\nOptions: (A) guilt by association: a negative association intended to discredit someone or something (B) hasty generalization: a very broad claim based on very little evidence" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Rebecca must watch reality television, because her sister watches reality television. However, even though Rebecca's sister watches reality television, that doesn't necessarily mean that Rebecca does, too. This illustrates a type of logical fallacy known as guilt by association. The answer is A." + } + ] + }, + { + "id": "2141", + "conversations": [ + { + "from": "human", + "value": "In the 1970s, several countries in the Middle East decided to pump less oil from their oil wells. Oil is often made into gasoline. What happened to the world's overall supply of gasoline?\nContext: N/A\nOptions: (A) The supply went up. (B) The supply went down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Oil is a resource for gasoline. When oil became more expensive, it was harder to get. There was less of it that could be made into gasoline. So, the supply of gasoline went down. The answer is B." + } + ] + }, + { + "id": "2147", + "image": "2147\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "2148", + "image": "2148\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to crack large, hard nuts?\nContext: s eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.\nFigure: Alexandrine parakeet.\nOptions: (A) bald ibis (B) scarlet macaw\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the Alexandrine parakeet.\nThe Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The Alexandrine parakeet uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts.\nThe bald ibis has a long curved beak. Its beak is not adapted to crack large, hard nuts. The answer is B." + } + ] + }, + { + "id": "2149", + "conversations": [ + { + "from": "human", + "value": "Which would smell more?\nContext: N/A\nOptions: (A) toothpaste (B) metal car bumper" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Smelly is a property. A smelly material has a strong smell.\nLook at each picture, one at a time. Imagine smelling the material shown in each picture.\nOf the choices, the toothpaste would smell more. Toothpaste has a strong smell. The answer is A." + } + ] + }, + { + "id": "2152", + "image": "2152\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Helen's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nHelen was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Helen wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Helen put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.\nOptions: (A) if adding the blade guards made the drone fly poorly (B) if the blade guards would break in a crash (C) how much the drone weighed with the blade guards\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "2158", + "image": "2158\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) acetaldehyde (B) hydrazine (C) ozone\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C." + } + ] + }, + { + "id": "2163", + "image": "2163\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 1. (B) The magnetic force is weaker in Pair 2. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "2165", + "image": "2165\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is weaker in Pair 2. (C) The magnetic force is weaker in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "2173", + "image": "2173\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Marcy and Brenda's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMarcy and Brenda were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if a new batch of concrete was firm enough to use (B) if the concrete from each batch took the same amount of time to dry\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "2186", + "image": "2186\\image.png", + "conversations": [ + { + "from": "human", + "value": "The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?\nContext: Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.\nMany countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.\nOptions: (A) My national government officials decide most issues that come up. (B) I only pay attention to state politics since the national government has almost no power. (C) Both my state and national government officials have power over important issues.\n" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "2189", + "image": "2189\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Lacey's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLacey poured four ounces of water into each of six glasses. Lacey dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Lacey placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Lacey repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.\nFigure: an egg floating in a glass of salty water.\nOptions: (A) Does the amount of water in a glass affect whether eggs sink or float in the water? (B) Are eggs more likely to float in fresh water or salty water?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "2194", + "conversations": [ + { + "from": "human", + "value": "How long is a drinking straw?\nContext: Select the best estimate.\nOptions: (A) 10 inches (B) 10 yards (C) 10 feet (D) 10 miles" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a drinking straw is 10 inches.\n10 feet, 10 yards, and 10 miles are all too long. The answer is A." + } + ] + }, + { + "id": "2205", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAs Bert sat down on the rickety old chair, it abruptly collapsed beneath him.\nContext: N/A\nOptions: (A) complex (B) simple (C) compound (D) compound-complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Bert sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is A." + } + ] + }, + { + "id": "2210", + "image": "2210\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "2221", + "conversations": [ + { + "from": "human", + "value": "Is there a sentence fragment?\nAt the conclusion of the War of 1812, the youngest general in the army was Winfield Scott. Whose tactical methods and regulations came to define the U.S. Army for most of the nineteenth century.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is a sentence fragment that does not express a complete thought.\nAt the conclusion of the War of 1812, the youngest general in the army was Winfield Scott. Whose tactical methods and regulations came to define the U.S. Army for most of the nineteenth century.\nHere is one way to fix the sentence fragment:\nAt the conclusion of the War of 1812, the youngest general in the army was Winfield Scott, whose tactical methods and regulations came to define the U.S. Army for most of the nineteenth century. The answer is A." + } + ] + }, + { + "id": "2224", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Dolly's phenotype for the coat graying trait?\nContext: This passage describes the coat graying trait in horses:\n\nIn a group of horses, some individuals have coat graying and others do not. In this group, the gene for the coat graying trait has two alleles. The allele for having a graying coat (G) is dominant over the allele for not having a graying coat (g).\nDolly is a horse from this group. Dolly has the homozygous genotype gg for the coat graying gene.\nOptions: (A) not having a graying coat (B) having a graying coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Dolly's genotype for the coat graying gene is gg. Dolly's genotype of gg has only g alleles. The g allele is for not having a graying coat. So, Dolly's phenotype for the coat graying trait must be not having a graying coat.\nTo check this answer, consider whether Dolly's alleles are dominant or recessive. The allele for having a graying coat (G) is dominant over the allele for not having a graying coat (g). This means G is a dominant allele, and g is a recessive allele.\nDolly's genotype of gg has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Dolly's phenotype for the coat graying trait must be not having a graying coat. The answer is A." + } + ] + }, + { + "id": "2239", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nPeople with larger houses live longer. I guess bigger homes are better for your health!\nContext: N/A\nOptions: (A) false causation: the assumption that because two things happened together, one caused the other (B) ad hominem: an attack against the person making the argument, rather than the argument itself (C) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that larger houses lead to better health. However, that's not necessarily true. For instance, perhaps having a bigger home and better health care both result from being rich. This illustrates a type of logical fallacy known as false causation. The answer is A." + } + ] + }, + { + "id": "2244", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) The manager put the antique vases on these tables to show that they are reserved. (B) To show that these tables are reserved, the manager put the antique vases on them." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they could refer to the vases or the tables.\nThe manager put the antique vases on these tables to show that they are reserved.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nTo show that these tables are reserved, the manager put the antique vases on them. The answer is A." + } + ] + }, + { + "id": "2255", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nHow do I know that Lacey is the most intelligent person in our geometry class? I know because she's so smart.\nContext: N/A\nOptions: (A) ad hominem: a personal attack against one's opponent (B) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Lacey is intelligent because she's smart. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is B." + } + ] + }, + { + "id": "2259", + "image": "2259\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Jamaica (B) Grenada (C) Cuba (D) Haiti\n" + }, + { + "from": "gpt", + "value": "This country is Jamaica. The answer is A." + } + ] + }, + { + "id": "2260", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nPresident Townsend is an effective communicator, because he has a natural talent for speaking with people.\nContext: N/A\nOptions: (A) false dichotomy: an argument that presents only two choices when more options exist (B) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that President Townsend is an effective communicator because he communicates well. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is B." + } + ] + }, + { + "id": "2269", + "conversations": [ + { + "from": "human", + "value": "Which is a complex sentence?\nContext: N/A\nOptions: (A) Uncle Kendrick will keep snoring until he rolls over onto his stomach. (B) In 1900, the U.S. state with the largest population was New York." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction until.\nUncle Kendrick will keep snoring until he rolls over onto his stomach. The answer is A." + } + ] + }, + { + "id": "2274", + "image": "2274\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Connecticut (B) Pennsylvania (C) New Hampshire (D) Vermont\n" + }, + { + "from": "gpt", + "value": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C." + } + ] + }, + { + "id": "2286", + "image": "2286\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.\nOptions: (A) the surroundings . . . each vial (B) each vial . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial. The answer is A." + } + ] + }, + { + "id": "2289", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nA part of Earth's surface moves and shakes.\nContext: N/A\nOptions: (A) flood (B) wildfire (C) earthquake" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "2292", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Algernon's genotype for the fur color gene?\nContext: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.\nAlgernon, a rabbit from this group, has brown fur. Algernon has two alleles for brown fur.\nOptions: (A) brown fur (B) ff" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Algernon has two alleles for brown fur (f). So, Algernon's genotype for the fur color gene is ff. The answer is B." + } + ] + }, + { + "id": "2297", + "conversations": [ + { + "from": "human", + "value": "Which job does the circulatory system do?\nContext: N/A\nOptions: (A) It brings nutrients to cells. (B) It breaks down food into small pieces." + }, + { + "from": "gpt", + "value": "To stay alive, animal cells must get water and oxygen. Animal cells also produce carbon dioxide, a waste that must be removed. An animal's respiratory and circulatory systems work together to do these jobs.\nAn animal's respiratory system is made up of organs that work together to bring in oxygen gas from the environment. The respiratory system also removes carbon dioxide gas from the animal's body. Some animals have lungs to exchange oxygen and carbon dioxide with the air. Other animals have gills to exchange oxygen and carbon dioxide with water.\nAn animal's circulatory system is made up of organs that work together to move blood through its body. The heart pumps blood through blood vessels throughout the body. As blood moves through blood vessels, it delivers oxygen, nutrients from food, and water to cells. Blood also absorbs waste, including carbon dioxide. When the blood is pumped into the lungs or gills, it releases carbon dioxide and absorbs oxygen. The circulatory system brings oxygen, nutrients, and water to cells. It also helps remove carbon dioxide waste.\nThe circulatory system does not break down food into small pieces. This job is done by the digestive system. After the digestive system breaks down food, blood vessels in the intestines absorb the nutrients from the food. The blood then carries the nutrients to cells throughout the body. The answer is A." + } + ] + }, + { + "id": "2307", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nMelted rock comes out from below Earth's surface.\nContext: N/A\nOptions: (A) flood (B) earthquake (C) volcanic eruption" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "2308", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three motorboats. Which motorboat was moving at the lowest speed?\nContext: N/A\nOptions: (A) a motorboat that moved 185miles west in 10hours (B) a motorboat that moved 150miles north in 10hours (C) a motorboat that moved 250miles west in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.\nNotice that each motorboat moved for 10 hours. The motorboat that moved 150 miles moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed. The answer is B." + } + ] + }, + { + "id": "2309", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ntarpaulin - transport\nContext: N/A\nOptions: (A) twine (B) tile" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince tile is between the guide words tarpaulin - transport, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "2317", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Emmy investigate with an experiment?\nContext: Emmy is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:\naccess to a small snow-covered hill at the park\na small plastic sled\na large plastic sled\na rubber inner tube sled\na stopwatch\nOptions: (A) Does a rubber inner tube sled go faster down a small hill or down a big hill? (B) Does a plastic sled or a wooden sled go down a hill faster? (C) Does a rubber inner tube sled or a plastic sled go faster down a hill?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "2321", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nThe windiest months on Mount Everest are November, December, and January.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThe windiest months on Mount Everest are November, December, and January.\nThis passage tells you about the usual wind pattern on Mount Everest. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "2327", + "conversations": [ + { + "from": "human", + "value": "Which is more flexible?\nContext: N/A\nOptions: (A) diamond (B) wool sweater" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the wool sweater is more flexible. If you fold a wool sweater, it will not break. The answer is B." + } + ] + }, + { + "id": "2328", + "image": "2328\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Pennsylvania?\nContext: N/A\nOptions: (A) Hartford (B) Harrisburg (C) Nashville (D) Pittsburgh\n" + }, + { + "from": "gpt", + "value": "Harrisburg is the capital of Pennsylvania. The answer is B." + } + ] + }, + { + "id": "2332", + "image": "2332\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "2343", + "image": "2343\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Arianna and Clarence trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nArianna and Clarence open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Arianna wanted broccoli in her lunch and Clarence was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Arianna can trade her tomatoes for Clarence's sandwich. (B) Arianna can trade her tomatoes for Clarence's broccoli. (C) Clarence can trade his broccoli for Arianna's oranges. (D) Clarence can trade his almonds for Arianna's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Arianna wanted broccoli in her lunch and Clarence was hoping for tomatoes. Look at the labeled part of the images.\nArianna has tomatoes. Clarence has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B." + } + ] + }, + { + "id": "2347", + "image": "2347\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the water in a glass a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a solid (B) a gas (C) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The water in a glass is a liquid. A liquid takes the shape of any container it is in.\nIf you pour water from a glass into a different container, the water will take the shape of that container. But the water will still take up the same amount of space. The answer is C." + } + ] + }, + { + "id": "2349", + "conversations": [ + { + "from": "human", + "value": "Read the following excerpt from a student essay. How can the writer best improve his or her organization?\nI discovered my passion shortly after my freshman year. That summer, at my parents' suggestion, I attended a weeklong seminar sponsored by a local university. Although I was nervous about being the only high school student, I stretched myself and learned a lot. Through the seminar, I mastered the basics of reporting and feature writing. The following summer, I took a creative writing workshop and completed several short stories. In my school's creative writing class this year, I am sharing my stories with others and receiving helpful critiques to improve my craft.\nContext: N/A\nOptions: (A) by putting the ideas in chronological order (B) by clearly stating the main idea (C) by reordering sentences to keep related ideas together" + }, + { + "from": "gpt", + "value": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her organization by clearly stating the main idea.\nFor example, the writer could begin with a topic sentence that matches the contents of the paragraph.\nI discovered my passion shortly after my freshman year. That summer, at my parents' suggestion, I attended a weeklong seminar sponsored by a local university. Although I was nervous about being the only high school student, I stretched myself and learned a lot. Through the seminar, I mastered the basics of reporting and feature writing. The following summer, I took a creative writing workshop and completed several short stories. In my school's creative writing class this year, I am sharing my stories with others and receiving helpful critiques to improve my craft. The answer is B." + } + ] + }, + { + "id": "2355", + "image": "2355\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New York?\nContext: N/A\nOptions: (A) Montpelier (B) New York City (C) Louisville (D) Albany\n" + }, + { + "from": "gpt", + "value": "Albany is the capital of New York. The answer is D." + } + ] + }, + { + "id": "2360", + "image": "2360\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is Bertholletia excelsa made up of one cell?\nContext: This organism is Bertholletia excelsa. It is a member of the plant kingdom.\nBertholletia excelsa is commonly called a Brazil nut tree. Brazil nut trees have a tall, thin trunk. Branches grow near the top of the tree. A Brazil nut tree can live for over 500 years!\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Bertholletia excelsa is a plant. Plants are made up of many cells. The answer is B." + } + ] + }, + { + "id": "2366", + "conversations": [ + { + "from": "human", + "value": "Suppose Kiera decides to plant the crocuses. Which result would be a cost?\nContext: Kiera is deciding whether to plant crocuses or a fir tree in her backyard. She wants to make her backyard more beautiful. But she also wants to leave space for doing fun things.\nOptions: (A) She will save some space. The crocuses will use up less space than the fir tree would have used up. (B) Kiera will give up the chance to look at the fir tree. She thinks it would have looked more beautiful than the crocuses." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Kiera wants or needs:\nKiera will give up the chance to look at the fir tree. She thinks it would have looked more beautiful than the crocuses. The answer is B." + } + ] + }, + { + "id": "2368", + "image": "2368\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThree-quarters of the planets are larger than Earth.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which planets are larger than Earth, look at the volumes of the other planets and compare the exponents to the exponent of Earth's volume. Earth's volume is 1.08 x 10^12 km^3. Earth's volume is the only volume with an exponent of 12.\nThe volumes of Jupiter, Saturn, Uranus, and Neptune have exponents greater than 12, so these four planets are larger than Earth. There are eight planets total. So, one-half of the planets are larger than Earth. The answer is A." + } + ] + }, + { + "id": "2369", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJacob is good at cooking.\nContext: Hint: Cooking well takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait. The answer is B." + } + ] + }, + { + "id": "2372", + "image": "2372\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: Flamboyant cuttlefish are poisonous animals with brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: flamboyant cuttlefish.\nOptions: (A) lichen katydid (B) opalescent nudibranch\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the flamboyant cuttlefish.\nThe flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the flamboyant cuttlefish is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators. The answer is B." + } + ] + }, + { + "id": "2380", + "image": "2380\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which three months have over 200millimeters of precipitation in Singapore?\nContext: Use the graph to answer the question below.\nOptions: (A) November, December, and January (B) August, September, and October (C) May, June, and July\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Singapore, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nNovember, December, and January each have over 200 millimeters of precipitation. The answer is A." + } + ] + }, + { + "id": "2382", + "image": "2382\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is scoria a mineral or a rock?\nContext: Scoria has the following properties:\nno fixed crystal structure\nhas many small holes\nnot a pure substance\nfound in nature\nsolid\nnot made by organisms\nOptions: (A) rock (B) mineral\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of scoria match the properties of a rock. So, scoria is a rock. The answer is A." + } + ] + }, + { + "id": "2383", + "image": "2383\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Ohio?\nContext: N/A\nOptions: (A) Cincinnati (B) Columbus (C) Frankfort (D) Cleveland\n" + }, + { + "from": "gpt", + "value": "Columbus is the capital of Ohio. The answer is B." + } + ] + }, + { + "id": "2384", + "image": "2384\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's legs are also adapted for wading?\nContext: Gray herons live near marshes, rivers, and lakes. They eat frogs and fish that live in shallow water. Gray herons hunt their prey by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: gray heron.\nOptions: (A) common kingfisher (B) painted stork\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the gray heron.\nLong legs help the gray heron keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe painted stork has long, thin legs. Its legs are adapted for wading.\nThe common kingfisher has short legs. Its legs are not adapted for wading. The common kingfisher uses its legs to walk and perch. The answer is B." + } + ] + }, + { + "id": "2388", + "conversations": [ + { + "from": "human", + "value": "Suppose Paula decides to go on the scorpion. Which result would be a cost?\nContext: Paula is deciding which ride to go on at the fair. She can go on either the scorpion or the flying bobsled. She wants to have as much fun as possible at the fair.\nOptions: (A) Paula will have more fun on the scorpion than she would have had on the flying bobsled. (B) Paula will spend more ride tickets on the scorpion than she would have spent on the flying bobsled." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Paula wants or needs:\nPaula will spend more ride tickets on the scorpion than she would have spent on the flying bobsled. The answer is B." + } + ] + }, + { + "id": "2391", + "image": "2391\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a Syrian hamster produced by this cross will have long fur?\nContext: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for short fur (F) is dominant over the allele for long fur (f).\nThis Punnett square shows a cross between two Syrian hamsters.\nOptions: (A) 2/4 (B) 3/4 (C) 4/4 (D) 1/4 (E) 0/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is A." + } + ] + }, + { + "id": "2392", + "conversations": [ + { + "from": "human", + "value": "According to Newton's third law, what other force must be happening?\nContext: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.\nConsider the following force:\nA fridge magnet is pulling on a paper clip.\nOptions: (A) The paper clip is pulling on the fridge magnet. (B) The paper clip is pushing on the fridge magnet." + }, + { + "from": "gpt", + "value": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. The fridge magnet is pulling on the paper clip. So, Newton's third law tells you that the paper clip is pulling on the fridge magnet. The answer is A." + } + ] + }, + { + "id": "2395", + "image": "2395\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Kansas (B) Connecticut (C) Ohio (D) South Dakota\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Kansas is farthest south. The answer is A." + } + ] + }, + { + "id": "2400", + "image": "2400\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is A." + } + ] + }, + { + "id": "2401", + "image": "2401\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Vincent and the Grenadines (B) Saint Lucia (C) Grenada (D) Haiti\n" + }, + { + "from": "gpt", + "value": "This country is Saint Vincent and the Grenadines. The answer is A." + } + ] + }, + { + "id": "2406", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a mustard bottle?\nContext: Select the best estimate.\nOptions: (A) 9 gallons (B) 9 cups (C) 9 fluid ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a mustard bottle is 9 fluid ounces.\n9 cups and 9 gallons are both too much. The answer is C." + } + ] + }, + { + "id": "2413", + "image": "2413\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Rose's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nWind turbines use wind power to produce electricity. Rose was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Rose created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.\nFigure: studying a wind turbine computer model.\nOptions: (A) if the new turbine could turn easily (B) whether the new turbine could produce 10% more electricity (C) how much the new turbine would weigh\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "2418", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nHow nice to finally be on vacation again!\nContext: N/A\nOptions: (A) interrogative (B) exclamatory (C) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement that shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is B." + } + ] + }, + { + "id": "2423", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Landslides are caused by many factors, including earthquakes, storms, and volcanic eruptions, and they can occur in any U.S. state. (B) Tornadoes are scarier than other natural disasters like earthquakes, hurricanes, and volcanic eruptions." + }, + { + "from": "gpt", + "value": "Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThis statement is a fact. The statement can be verified by researching and comparing the height of each man.\nStatements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThis statement is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The first sentence states a fact. It can be verified by researching why and where landslides occur.\nLandslides are caused by many factors, including earthquakes, storms, and volcanic eruptions, and they can occur in any U.S. state.\nThe second sentence states an opinion. Scarier indicates a personal judgment.\nTornadoes are scarier than other natural disasters like earthquakes, hurricanes, and volcanic eruptions. The answer is A." + } + ] + }, + { + "id": "2429", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the bird traits listed above.\nContext: Birds are a group of animals with similar traits. The following traits can be used to identify birds:\nThey have feathers.\nThey have wings.\nThey have a beak.\nThey make eggs with shells. Observe the animals and read the descriptions.\nOptions: (A) Galapagos giant tortoises hatch from eggs with shells and live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old! Galapagos giant tortoises have scaly, waterproof skin. (B) Common loons hatch from eggs with brown, spotted shells. They dive underwater and use their beaks to hunt food. They have feathers and two wings." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nBirds have the following traits:\nThey have feathers.\nThey have wings.\nThey have a beak.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Galapagos giant tortoise has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA Galapagos giant tortoise does not have all of the traits of a bird. A Galapagos giant tortoise is a reptile.\nA common loon has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA common loon has the traits of a bird. A common loon is a bird. The answer is B." + } + ] + }, + { + "id": "2432", + "conversations": [ + { + "from": "human", + "value": "Look at the word. Does it have a closed syllable or an open syllable?\nhe\nContext: N/A\nOptions: (A) closed (B) open" + }, + { + "from": "gpt", + "value": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word he ends with a vowel and has a long vowel sound. So, it has an open syllable. The answer is B." + } + ] + }, + { + "id": "2452", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nFrom across the room, Uncle Devin's laughter was booming thunder.\nContext: N/A\nOptions: (A) simile (B) metaphor" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. From across the room, Uncle Devin's laughter was booming thunder.\nThe words laughter and thunder are compared without the word like or as. So, the sentence uses a metaphor. The answer is B." + } + ] + }, + { + "id": "2460", + "image": "2460\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) Papua New Guinea (C) New Zealand (D) Australia\n" + }, + { + "from": "gpt", + "value": "This country is Papua New Guinea.\nWhy does Papua New Guinea share its island with another country?\nPapua New Guinea takes up the eastern half of the island of New Guinea. The western half is part of Indonesia, an Asian country.\nBeginning in the 17 th century, several countries took control of different parts of the island of New Guinea. By 1922, Australia controlled the entire eastern half of the island, and the Netherlands controlled the western half. In 1963, control over the western half was transferred to Indonesia, which had just gained independence from the Netherlands. Many people in western New Guinea did not want to become part of Indonesia, though, and some people in this area are still fighting to leave Indonesia today. The eastern part gained independence from Australia in 1975 and became Papua New Guinea. The answer is B." + } + ] + }, + { + "id": "2473", + "image": "2473\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oregon?\nContext: N/A\nOptions: (A) Salem (B) Denver (C) Milwaukee (D) Portland\n" + }, + { + "from": "gpt", + "value": "Salem is the capital of Oregon. The answer is A." + } + ] + }, + { + "id": "2479", + "image": "2479\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this pull?\nContext: A builder uses a pair of pliers to remove a nail from a board. A force from the pliers pulls the nail out of the wood.\nOptions: (A) toward the pliers (B) away from the pliers\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The pliers pull the nail. The direction of the pull is toward the pliers. The answer is A." + } + ] + }, + { + "id": "2481", + "image": "2481\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Virginia?\nContext: N/A\nOptions: (A) Austin (B) Arlington (C) Montpelier (D) Richmond\n" + }, + { + "from": "gpt", + "value": "Richmond is the capital of Virginia. The answer is D." + } + ] + }, + { + "id": "2486", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nPeople in the station wait for the train.\nContext: N/A\nOptions: (A) future tense (B) present tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, wait. The verb tells you about something that is true or happening now. The answer is B." + } + ] + }, + { + "id": "2494", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) hope (B) rope (C) nose" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words rope and hope rhyme. They both end with the ope sound.\nThe word nose does not rhyme. It ends with a different sound. The answer is C." + } + ] + }, + { + "id": "2499", + "image": "2499\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maryland?\nContext: N/A\nOptions: (A) Augusta (B) Dover (C) Annapolis (D) Phoenix\n" + }, + { + "from": "gpt", + "value": "Annapolis is the capital of Maryland. The answer is C." + } + ] + }, + { + "id": "2500", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nAt night, when the machines were () the factory seemed to be an entirely different place.\nContext: N/A\nOptions: (A) off (B) asleep" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word asleep. It describes the machines as if they were people who were sleeping. The answer is B." + } + ] + }, + { + "id": "2502", + "image": "2502\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Missouri?\nContext: N/A\nOptions: (A) Salem (B) Saint Louis (C) Jefferson City (D) Kansas City\n" + }, + { + "from": "gpt", + "value": "Jefferson City is the capital of Missouri. The answer is C." + } + ] + }, + { + "id": "2510", + "conversations": [ + { + "from": "human", + "value": "How long is a rowboat?\nContext: Select the best estimate.\nOptions: (A) 4 miles (B) 4 feet (C) 4 yards (D) 4 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a rowboat is 4 yards.\n4 inches and 4 feet are too short. 4 miles is too long. The answer is C." + } + ] + }, + { + "id": "2513", + "conversations": [ + { + "from": "human", + "value": "How long is a parking space?\nContext: Select the better estimate.\nOptions: (A) 6 meters (B) 6 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a parking space is 6 meters.\n6 centimeters is too short. The answer is A." + } + ] + }, + { + "id": "2523", + "image": "2523\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Nate's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nNate used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Nate recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Nate compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.\nOptions: (A) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap? (B) Can pennies hold more drops of pure water or water mixed with hand soap?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "2531", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nrust forming on a bike frame\na penny tarnishing\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are only physical changes. (C) Both are caused by heating. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nRust forming on a bike frame is a chemical change. The metal on the bike changes into rust. Metal and rust are different types of matter.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "2538", + "image": "2538\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Indian Ocean (B) the Southern Ocean (C) the Pacific Ocean (D) the Atlantic Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is B." + } + ] + }, + { + "id": "2539", + "conversations": [ + { + "from": "human", + "value": "Suppose Ivan decides to join the Photography Club. Which result would be a cost?\nContext: Ivan is deciding whether to join the Theater Club or the Photography Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time.\nOptions: (A) Ivan will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club. (B) Ivan will save some time. He would have spent more time in the Theater Club than in the Photography Club." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Ivan wants or needs:\nIvan will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club. The answer is A." + } + ] + }, + { + "id": "2548", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Gale's genotype for the body feather color gene?\nContext: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele B is for green body feathers, and the allele b is for blue body feathers.\nGale, a budgerigar parakeet from this group, has blue body feathers. Gale has two alleles for blue body feathers.\nOptions: (A) bb (B) blue body feathers" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Gale has two alleles for blue body feathers (b). So, Gale's genotype for the body feather color gene is bb. The answer is A." + } + ] + }, + { + "id": "2551", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nValeria's phone slipped out of her pocket, landing in the toilet with a plop.\nContext: N/A\nOptions: (A) onomatopoeia (B) verbal irony" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nPlop represents the sound of the phone landing in the toilet. The answer is A." + } + ] + }, + { + "id": "2552", + "image": "2552\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following statements is supported by the passage?\nContext: Meteorologists can make predictions about weather events. For example, the passage below describes how a meteorologist might use observations of Earth's atmosphere to predict a tornado event.\nFigure: a tornado passing through a field.\nOptions: (A) Scientists can study air masses to predict weather events. (B) Meteorologists are scientists who study meteors.\n" + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "2566", + "image": "2566\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nBoth poles of each magnet line up with both poles of the other magnet. The south pole of each magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is A." + } + ] + }, + { + "id": "2569", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nSince Greenville College receives more applications for admission than Springtown University, Greenville College is evidently a better school.\nContext: N/A\nOptions: (A) hasty generalization: a broad claim based on too few observations (B) bandwagon fallacy: the assumption that the popular choice is automatically correct (C) appeal to nature: the assumption that natural things are always good" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Greenville College is better than Springtown University because Greenville College receives more applications. However, the popularity of a school does not necessarily indicate its quality. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is B." + } + ] + }, + { + "id": "2574", + "image": "2574\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) the Marshall Islands (C) Tonga (D) Fiji\n" + }, + { + "from": "gpt", + "value": "This country is Fiji. The answer is D." + } + ] + }, + { + "id": "2579", + "image": "2579\\image.png", + "conversations": [ + { + "from": "human", + "value": "What evidence of an earthquake does this picture show?\nContext: This picture was taken after an earthquake. During an earthquake, the ground shakes.\nOptions: (A) Some of the houses have broken roofs and walls. (B) The houses have windows.\n" + }, + { + "from": "gpt", + "value": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is A." + } + ] + }, + { + "id": "2584", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Carla investigate with an experiment?\nContext: Carla has a garden that is sometimes visited by deer. She notices that the deer eat some plants in her garden more than others. She wonders what factors affect which plants the deer eat. So, she decides to design an experiment. She has the following supplies available:\na garlic spray used to keep garden pests away\nfour tomato plants\nfour bean plants\nOptions: (A) Do the deer eat fewer leaves from bean plants sprayed with coffee spray than from unsprayed bean plants? (B) Do the deer eat fewer leaves from bean plants sprayed with garlic spray than from unsprayed bean plants? (C) Do the deer eat more leaves from tomato plants or from squash plants?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "2585", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nMr. Boyer gave a lecture on water conservation, during which he stressed the importance of not watering lawns during a drought.\nContext: N/A\nOptions: (A) declarative (B) interrogative (C) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A." + } + ] + }, + { + "id": "2588", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncheese - cover\nContext: N/A\nOptions: (A) clever (B) cat" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince clever is between the guide words cheese - cover, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "2595", + "image": "2595\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThree-quarters of the planets are larger than Venus.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that there are five planets larger than Venus: Earth, Jupiter, Saturn, Uranus, and Neptune. There are eight planets total. Five-eighths is less than three-quarters. So, five-eighths of the planets are larger than Venus. The answer is A." + } + ] + }, + { + "id": "2597", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nYouth would be an ideal state if it came a little later in life.\n\u2014Herbert Asquith\nContext: N/A\nOptions: (A) oxymoron (B) paradox" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nYouth would be an ideal state if it came a little later in life at first appears to be contradictory, as it is impossible to be young late in life. However, it contains some truth: it is easier to appreciate the pleasant qualities of youth, such as liveliness and curiosity, when one has the life experience that comes with age. The answer is B." + } + ] + }, + { + "id": "2604", + "image": "2604\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this experiment, which were part of a control group?\nContext: The passage below describes an experiment.\n\nSusan wanted to set up a compost bin, where food could decompose, or break down, into soil fertilizer. She knew that worms can break down food. She wondered if adding worms to her compost bin would cause food to decompose faster.\nSusan set up four small compost containers. She added the same amounts of fruit peels, vegetable scraps, and eggshells to each container. Then, she added worms to two of the containers but not to the other two. After one month, Susan weighed the amount of undecomposed food left in each container.\nFigure: food decomposing in a compost bin.\nOptions: (A) the containers that did not get worms (B) the containers that got worms\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Susan investigated whether adding worms to compost containers affects how well food breaks down. There were no worms in the containers that did not get worms. So, they were part of a control group. The answer is A." + } + ] + }, + { + "id": "2621", + "image": "2621\\image.png", + "conversations": [ + { + "from": "human", + "value": "What instrument does Yo-Yo play?\nContext: Read the passage about Yo-Yo Ma.\nYo-Yo Ma is a famous cello player. He makes beautiful music. Yo-Yo's name comes from the Chinese word yo, which means \"friendly.\" Yo-Yo's parents were from China. His mother was a singer, and his father was a music teacher.\nYo-Yo began playing the cello when he was only four years old. His father was his first teacher. Yo-Yo's father hoped that Yo-Yo would become a great cello player someday. Today, Yo-Yo is one of the best cello players in the world.\nOptions: (A) the violin (B) the cello\n" + }, + { + "from": "gpt", + "value": "Look at the passage. It tells you what instrument Yo-Yo plays.\nYo-Yo Ma is a famous cello player. He makes beautiful music. Yo-Yo's name comes from the Chinese word yo, which means \"friendly.\" Yo-Yo's parents were from China. His mother was a singer, and his father was a music teacher. The answer is B." + } + ] + }, + { + "id": "2624", + "image": "2624\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) flexible (B) salty (C) smooth\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. The flower petals are flexible, but the wax candle, the ice hockey rink, and the trombone are not.\nPotato chips have a salty taste. The trombone is not salty.\nA smooth object is not scratchy or rough. All four objects are smooth.\nThe property that all four objects have in common is smooth. The answer is C." + } + ] + }, + { + "id": "2626", + "image": "2626\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Harrisburg (B) Denver (C) Colorado Springs (D) Helena\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is B." + } + ] + }, + { + "id": "2634", + "conversations": [ + { + "from": "human", + "value": "Select the estuary ecosystem.\nContext: N/A\nOptions: (A) This ecosystem has:\na mix of fresh and salty water\nmuddy soil that is rich in nutrients\nmany different types of organisms (B) This ecosystem has:\ndaily flooding and draining of seawater\nwater that is rich in nutrients\nmany different types of organisms" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of ecosystems. Here are some ways in which these ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there An estuary is a type of ecosystem. It has a mix of fresh and salty water, muddy soil that is rich in nutrients, and many different types of organisms.\nChoice 1 is an estuary ecosystem. It is a place where freshwater and salt water meet. Estuaries have muddy soil that is rich in nutrients.\nChoice 2 is a tide pool ecosystem. Several times each day, it floods with seawater. Then the water drains back into the ocean. The answer is A." + } + ] + }, + { + "id": "2638", + "image": "2638\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a rubber balloon a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a liquid (B) a gas (C) a solid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. A rubber balloon is a solid. You can bend a balloon. But it will still have a size and shape of its own. The answer is C." + } + ] + }, + { + "id": "2644", + "image": "2644\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe volume of Mars is more than ten times as large as Mercury's.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's. The answer is B." + } + ] + }, + { + "id": "2660", + "image": "2660\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maryland?\nContext: N/A\nOptions: (A) Providence (B) Baltimore (C) Montpelier (D) Annapolis\n" + }, + { + "from": "gpt", + "value": "Annapolis is the capital of Maryland. The answer is D." + } + ] + }, + { + "id": "2675", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nWe will whisper in the library.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, whisper. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "2677", + "image": "2677\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Antarctica (C) South America (D) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is A." + } + ] + }, + { + "id": "2683", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nLooking at his life, we couldn't help but see Grayson as a Job-like figure.\nContext: N/A\nOptions: (A) the Bible (B) Roman history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Job is the Bible.\nIn the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.\nThe allusion Job means someone who patiently endures adversity. The answer is A." + } + ] + }, + { + "id": "2690", + "conversations": [ + { + "from": "human", + "value": "How long is a long-distance running race?\nContext: Select the best estimate.\nOptions: (A) 42 kilometers (B) 42 millimeters (C) 42 meters (D) 42 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a long-distance running race is 42 kilometers.\n42 millimeters, 42 centimeters, and 42 meters are all too short. The answer is A." + } + ] + }, + { + "id": "2699", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nQuinn is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\nContext: N/A\nOptions: (A) simple (B) complex (C) compound (D) compound-complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nQuinn is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is D." + } + ] + }, + { + "id": "2704", + "image": "2704\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "2712", + "image": "2712\\image.png", + "conversations": [ + { + "from": "human", + "value": "What type of rock is conglomerate?\nContext: This is a piece of conglomerate. Conglomerate has grains of various sizes, such as sand, mud, and pebbles. Do you see the pebbles that are part of this rock?\nConglomerate forms when sediments of different sizes are deposited in one place. This usually happens in riverbeds. Conglomerate forms when layers of sand, mud, and pebbles are pressed together to form rock.\nOptions: (A) sedimentary (B) igneous (C) metamorphic\n" + }, + { + "from": "gpt", + "value": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Conglomerate is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nMaterial that is eroded in nature is called sediment. Sand, mud, and pebbles are all types of sediment. Over time, layers of these sediments can build up in places like riverbeds. The top layers press down on the bottom layers, squeezing out water and air. Conglomerate forms when the bottom layers of sediment are pressed together to form rock. The answer is A." + } + ] + }, + { + "id": "2715", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nmaking paper from wood\nroasting a marshmallow over a campfire\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are chemical changes. (C) Both are caused by cooling. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMaking paper from wood is a chemical change. Paper is made by mixing tiny pieces of wood with special chemicals. The wood reacts with the chemicals to form pulp. Wood and pulp are different types of matter.\nRoasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nRoasting is caused by heating. But making paper from wood is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "2716", + "image": "2716\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Lucia (B) Jamaica (C) Haiti (D) Cuba\n" + }, + { + "from": "gpt", + "value": "This country is Jamaica. The answer is B." + } + ] + }, + { + "id": "2722", + "image": "2722\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Tyler's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nTyler was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Tyler had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Tyler checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.\nOptions: (A) the amount of bacteria in the water before it was filtered (B) whether the filter was clogged (C) whether an inexpensive filter would become clogged more often\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "2725", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nMom will pitch the ball to Bernie.\nContext: N/A\nOptions: (A) present tense (B) past tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen. The answer is C." + } + ] + }, + { + "id": "2731", + "conversations": [ + { + "from": "human", + "value": "Select the mixture.\nContext: N/A\nOptions: (A) beads (B) oxygen" + }, + { + "from": "gpt", + "value": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A." + } + ] + }, + { + "id": "2737", + "image": "2737\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Janet and Kari trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJanet and Kari open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Janet wanted broccoli in her lunch and Kari was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Janet can trade her tomatoes for Kari's sandwich. (B) Kari can trade her almonds for Janet's tomatoes. (C) Kari can trade her broccoli for Janet's oranges. (D) Janet can trade her tomatoes for Kari's broccoli.\n" + }, + { + "from": "gpt", + "value": "Janet wanted broccoli in her lunch and Kari was hoping for tomatoes. Look at the labeled part of the images.\nJanet has tomatoes. Kari has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D." + } + ] + }, + { + "id": "2740", + "conversations": [ + { + "from": "human", + "value": "Select the desert ecosystem.\nContext: Hint: Deserts are dry year-round.\nOptions: (A) This ecosystem has:\na small amount of rain\ndry, thin soil\nmany different types of organisms (B) This ecosystem has:\nland that is covered with water during most of the year\nsoil that is rich in nutrients\nother water ecosystems nearby" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A desert is a type of ecosystem. It has a small amount of rain, dry, thin soil, and many different types of organisms.\nChoice 1 is a desert ecosystem. It is dry and is home to many different types of organisms.\nChoice 2 is a wetland ecosystem. It is covered with water for most of the year. Wetlands also have soil that is rich in nutrients. The answer is A." + } + ] + }, + { + "id": "2741", + "image": "2741\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: Golden dart frogs have poisonous glands in their brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: golden dart frog.\nOptions: (A) lionfish (B) impala\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the golden dart frog.\nThe golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.\nThe impala has yellow-brown fur. Its skin is not adapted to be a warning sign that wards off predators. The answer is A." + } + ] + }, + { + "id": "2742", + "conversations": [ + { + "from": "human", + "value": "Which piece of rope has more thermal energy?\nContext: Two 15-gram pieces of rope are identical except for their temperatures.\nOptions: (A) the hotter piece of rope (B) the colder piece of rope" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two pieces of rope are made of the same material and have the same mass. So, the hotter piece of rope has more thermal energy. The answer is A." + } + ] + }, + { + "id": "2745", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a teakettle?\nContext: Select the best estimate.\nOptions: (A) 8 fluid ounces (B) 8 gallons (C) 8 cups" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a teakettle is 8 cups.\n8 fluid ounces is too little and 8 gallons is too much. The answer is C." + } + ] + }, + { + "id": "2756", + "image": "2756\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) translucent (B) colorful\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The crayons are not translucent.\nA colorful object has one or more bright colors. The crayons are colorful. The answer is B." + } + ] + }, + { + "id": "2758", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nJeremiah and Kari have trouble working on projects together. Although Kari is very sociable and friendly, she's not exactly a team player.\nContext: N/A\nOptions: (A) paradox (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nNot exactly a team player is an indirect way of saying that someone doesn't work well with others. The answer is B." + } + ] + }, + { + "id": "2759", + "image": "2759\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) bendable (B) bouncy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The soccer shorts are not bouncy.\nA bendable object can be bent without breaking. The soccer shorts are bendable. The answer is A." + } + ] + }, + { + "id": "2760", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nDarnel can drive a car.\nContext: Hint: Driving well takes practice.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait. The answer is A." + } + ] + }, + { + "id": "2763", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Heather investigate with an experiment?\nContext: Heather likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:\n10 small flat rocks\n10 large flat rocks\naccess to the river by her school\nOptions: (A) Do round rocks or flat rocks skip more times when thrown across the river? (B) Do small rocks or large rocks skip more times when thrown across the river? (C) Do rocks skip more times when thrown across a river or across a pond?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "2764", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\npageant - prevail\nContext: N/A\nOptions: (A) purchase (B) police" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince police is between the guide words pageant - prevail, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "2767", + "conversations": [ + { + "from": "human", + "value": "What was the Great Depression?\nContext: N/A\nOptions: (A) a weather pattern that caused the worst hurricane season of the 20th century (B) the most severe period of economic hardship in the 20th century (C) the feelings of sadness felt by many Americans in the 1970s (D) the discovery in 1934 of a huge cave in Arizona" + }, + { + "from": "gpt", + "value": "The Great Depression was the most severe period of economic decline and hardship in the 20 th century.\nHow bad was the Great Depression?\nThe Great Depression was a period of economic hardship for much of the world, including the United States. Several things made it especially bad:\nMany banks and businesses were forced to close.\nAt times, about 1 in 4 workers in the United States were unemployed, or without a job.\nMany people lost their homes or farms when they could not pay their bills.\nTo make matters worse, the Great Depression lasted for over 10 years! The answer is B." + } + ] + }, + { + "id": "2771", + "image": "2771\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Tanner's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTanner used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Tanner recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Tanner compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.\nOptions: (A) Can pennies hold more drops of pure water or water mixed with hand soap? (B) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "2779", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Iago's phenotype for the body feather color trait?\nContext: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B).\nIago is a budgerigar parakeet from this group. Iago has the homozygous genotype bb for the body feather color gene.\nOptions: (A) blue body feathers (B) green body feathers" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Iago's genotype for the body feather color gene is bb. Iago's genotype of bb has only b alleles. The b allele is for blue body feathers. So, Iago's phenotype for the body feather color trait must be blue body feathers.\nTo check this answer, consider whether Iago's alleles are dominant or recessive. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B). This means B is a dominant allele, and b is a recessive allele.\nIago's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Iago's phenotype for the body feather color trait must be blue body feathers. The answer is A." + } + ] + }, + { + "id": "2783", + "image": "2783\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Barbara's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBarbara glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Barbara made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Barbara compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nOptions: (A) Do the temperatures inside boxes depend on the sizes of the boxes? (B) Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "2785", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nmilk going sour\nbaking a loaf of bread\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are only physical changes. (C) Both are caused by cooling. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMilk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.\nBaking a loaf of bread is a chemical change. Bread is made from dough. Baking turns the dough into bread. The bread is a different type of matter than the dough.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But milk going sour is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "2788", + "image": "2788\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "2789", + "image": "2789\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The magnetic force is stronger in Pair 1. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "2790", + "image": "2790\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in a sandy desert?\nContext: Horned vipers live in the deserts of Africa and the Middle East. The is adapted to be camouflaged in a sandy desert.\nFigure: horned viper.\nOptions: (A) Namaqua chameleon (B) fire salamander\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the horned viper.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe fire salamander has brightly colored skin. It is not adapted to be camouflaged in a sandy desert. The answer is A." + } + ] + }, + { + "id": "2791", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Your student,\nTrent (B) your student,\nTrent" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "2792", + "image": "2792\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) shiny (B) slippery (C) hard\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA slippery object is hard to hold onto or stand on. The building blocks and the magnifying glass are not slippery.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The metal bar and the magnifying glass are shiny, but the building blocks are not.\nThe property that all three objects have in common is hard. The answer is C." + } + ] + }, + { + "id": "2795", + "image": "2795\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Iowa?\nContext: N/A\nOptions: (A) Jefferson City (B) Des Moines (C) Madison (D) Cedar Rapids\n" + }, + { + "from": "gpt", + "value": "Des Moines is the capital of Iowa. The answer is B." + } + ] + }, + { + "id": "2796", + "image": "2796\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Havana.\nHavana is the capital of Cuba. The winds there were blowing from the east last weekend.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nHavana is the capital of Cuba. The winds there were blowing from the east last weekend.\nThe underlined part of the passage tells you about the wind direction in Havana last weekend. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "2798", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe brush grabbed at his legs in the dark until one knee of his jeans ripped.\n\u2014John Steinbeck, \"Flight\"\nContext: N/A\nOptions: (A) personification (B) allusion" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses personification, giving human characteristics to nonhuman things.\nThe brush grabbed describes the brush as if it were human, with actual hands. The answer is A." + } + ] + }, + { + "id": "2800", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nColleen asked her mother if she could adopt a cat, and her mother replied, \"It's a definite maybe,\" so Colleen didn't want to get her hopes up.\nContext: N/A\nOptions: (A) euphemism (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDefinite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure. The answer is B." + } + ] + }, + { + "id": "2814", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on the slice of pizza are balanced. Which statement describes the forces on the slice of pizza?\nContext: Quinn and Brad are fighting over the last slice of pizza. Quinn is pulling the slice of pizza to the left with a force of 50N. Brad is pulling the slice of pizza to the right with a force of 45N.\nOptions: (A) The forces are balanced, so there is no net force on the slice of pizza. (B) The forces are unbalanced, so there is a net force on the slice of pizza." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on the slice of pizza, look at the forces:\nQuinn is pulling the slice of pizza left with a force of 50 N.\nBrad is pulling the slice of pizza right with a force of 45 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 50 N and 45 N. This means that the forces are unbalanced, so there is a net force on the slice of pizza. The answer is B." + } + ] + }, + { + "id": "2817", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\n\"Thank you for your work over the years,\" Mrs. Bryant said to her gardener. \"As of next week, however, your services will no longer be required.\"\nContext: N/A\nOptions: (A) The gardener is no longer obligated to work for Mrs. Bryant. (B) The gardener is being fired." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism your services will no longer be required means that the gardener is being fired. The answer is B." + } + ] + }, + { + "id": "2822", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nIt is 65\u00b0F in Jackie's backyard.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt is 65\u00b0F in Jackie's backyard.\nThis passage tells you about the temperature in Jackie's backyard right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "2827", + "conversations": [ + { + "from": "human", + "value": "Would you find the word purse on a dictionary page with the following guide words?\npatriot - pleasant\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince purse is not between the guide words patriot - pleasant, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "2828", + "image": "2828\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Iowa?\nContext: N/A\nOptions: (A) Davenport (B) Helena (C) Lansing (D) Des Moines\n" + }, + { + "from": "gpt", + "value": "Des Moines is the capital of Iowa. The answer is D." + } + ] + }, + { + "id": "2830", + "image": "2830\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these continents does the prime meridian intersect?\nContext: N/A\nOptions: (A) North America (B) Asia (C) Africa\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect North America or Asia. The answer is C." + } + ] + }, + { + "id": "2839", + "image": "2839\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maryland (B) New Jersey (C) Virginia (D) West Virginia\n" + }, + { + "from": "gpt", + "value": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is C." + } + ] + }, + { + "id": "2845", + "image": "2845\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the reticulated python.\nContext: This organism is a reticulated python. Its scientific name is Python reticulatus.\nOptions: (A) Python bivittatus (B) Python reticulatus (C) Sciurus vulgaris\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A reticulated python's scientific name is Python reticulatus.\nPython reticulatus has the same scientific name as a reticulated python. So, these organisms are in the same species.\nSciurus vulgaris does not have the same scientific name as a reticulated python. So, Python reticulatus and Sciurus vulgaris are not in the same species.\nPython reticulatus is in the same genus as Python bivittatus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Python reticulatus and Python bivittatus are different species within the same genus. The answer is B." + } + ] + }, + { + "id": "2857", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) As a geneticist, Julie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field. (B) As a geneticist, Julie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Julie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Julie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "2870", + "image": "2870\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.\nOptions: (A) each refrigerator . . . the surroundings (B) the surroundings . . . each refrigerator\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. The answer is B." + } + ] + }, + { + "id": "2871", + "conversations": [ + { + "from": "human", + "value": "How long is a sofa?\nContext: Select the best estimate.\nOptions: (A) 5 feet (B) 5 yards (C) 5 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a sofa is 5 feet.\n5 inches is too short and 5 yards is too long. The answer is A." + } + ] + }, + { + "id": "2876", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three ships. Which ship was moving at the lowest speed?\nContext: N/A\nOptions: (A) a ship that moved 190kilometers east in 5hours (B) a ship that moved 315kilometers west in 5hours (C) a ship that moved 325kilometers south in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.\nNotice that each ship moved for 5 hours. The ship that moved 190 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed. The answer is A." + } + ] + }, + { + "id": "2877", + "image": "2877\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 2. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is weaker in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "2878", + "image": "2878\\image.png", + "conversations": [ + { + "from": "human", + "value": "Can Asimina triloba cells make their own food?\nContext: This organism is Asimina triloba. It is a member of the plant kingdom.\nAsimina triloba is commonly called the pawpaw. Pawpaw trees grow in the southeastern part of the United States. They have large, sweet fruit. The fruit is sometimes called a prairie banana.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Asimina triloba is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis. The answer is A." + } + ] + }, + { + "id": "2883", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAnn is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\nContext: N/A\nOptions: (A) compound-complex (B) complex (C) compound (D) simple" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nAnn is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is A." + } + ] + }, + { + "id": "2886", + "image": "2886\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following was a dependent variable in this experiment?\nContext: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nDr. Hardin collected two species of algae, Chlorella rotunda and Tetraselmis cordiformis. He wanted to know whether one species released more oxygen as it grew than the other species.\nTo find out, Dr. Hardin prepared six culture tanks. He filled each tank with the same amount of a mixture of water and nutrients. Then, he added 1,000 live algae cells to each tank and sealed the tank. In three of the tanks, he added C. rotunda cells. In the other three, he added T. cordiformis cells. After five days, Dr. Hardin measured the amount of oxygen in each culture tank.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: growing algae in culture tanks.\nOptions: (A) the amount of oxygen in the tanks (B) the species of algae\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A." + } + ] + }, + { + "id": "2888", + "image": "2888\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) cyclopropane (B) chloroform (C) nitrogen\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C." + } + ] + }, + { + "id": "2900", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nice melting in a cup\ndew appearing on grass in the morning\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are only physical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nIce melting in a cup is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water.\nThe links between atoms in the water molecules do not change. So, a different type of matter is not formed.\nDew appearing on grass in the morning is a change of state. So, it is a physical change. Water vapor in the air touches the cool grass and becomes liquid.\nThe water vapor changes state to become dew, but it is still made of water. A different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nIce melting is caused by heating. But dew appearing on grass is not.\nBoth are caused by cooling.\nDew appears when water vapor in the air condenses into a liquid on the grass. This is caused by cooling. But ice melting is not. The answer is C." + } + ] + }, + { + "id": "2905", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) \"My Brother the Pig\" (B) ***My Brother the Pig***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\" A movie should be in italics.\nThe correct title is **My Brother the Pig**. The answer is B." + } + ] + }, + { + "id": "2908", + "image": "2908\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: the Red Sea.\nThe Red Sea is a popular place for windsurfing. Wind speeds reached 30 miles per hour there on Thursday.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nThe Red Sea is a popular place for windsurfing. Wind speeds reached 30 miles per hour there on Thursday.\nThe underlined part of the passage tells you about the wind speed at the Red Sea on Thursday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "2921", + "image": "2921\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution A (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is B." + } + ] + }, + { + "id": "2923", + "image": "2923\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "2929", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more positive connotation?\nContext: N/A\nOptions: (A) an excuse (B) a reason" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A reason has a more positive connotation. An excuse is usually not a very good reason. The answer is B." + } + ] + }, + { + "id": "2933", + "image": "2933\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Dominican Republic (B) Grenada (C) Jamaica (D) Trinidad and Tobago\n" + }, + { + "from": "gpt", + "value": "This country is Trinidad and Tobago. The answer is D." + } + ] + }, + { + "id": "2936", + "image": "2936\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Brandon and Derek trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBrandon and Derek open their lunch boxes in the school cafeteria. Neither Brandon nor Derek got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nBrandon's lunch Derek's lunch\nOptions: (A) Brandon can trade his tomatoes for Derek's broccoli. (B) Brandon can trade his tomatoes for Derek's carrots. (C) Derek can trade his almonds for Brandon's tomatoes. (D) Derek can trade his broccoli for Brandon's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nBrandon wants broccoli. Derek wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A." + } + ] + }, + { + "id": "2952", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nThe wind () dispersed the leaves that Evan had spent so long raking.\nContext: N/A\nOptions: (A) lightly (B) carelessly" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word carelessly. It describes the wind as if it were a person who didn't care. The answer is B." + } + ] + }, + { + "id": "2956", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) The groundbreaking movie Toy Story was the first full-length, computer-animated feature film. (B) The totally awesome movie Toy Story was the first full-length, computer-animated feature film." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses slang (totally awesome).\nThe first sentence uses formal language in place of the slang, so it is more formal overall. The answer is A." + } + ] + }, + { + "id": "2960", + "image": "2960\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Connor and Maura trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nConnor and Maura open their lunch boxes in the school cafeteria. Neither Connor nor Maura got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nConnor's lunch Maura's lunch\nOptions: (A) Connor can trade his tomatoes for Maura's carrots. (B) Maura can trade her broccoli for Connor's oranges. (C) Connor can trade his tomatoes for Maura's broccoli. (D) Maura can trade her almonds for Connor's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nConnor wants broccoli. Maura wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C." + } + ] + }, + { + "id": "2969", + "image": "2969\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "2971", + "image": "2971\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month is the coolest on average in Detroit?\nContext: Use the graph to answer the question below.\nOptions: (A) January and February (B) November and December (C) June and July\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. To describe the average temperature trends in Detroit, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are between 25\u00b0F and 30\u00b0F. These months have the lowest average temperatures of all of the months. So, they are the coolest months on average. The answer is A." + } + ] + }, + { + "id": "2976", + "conversations": [ + { + "from": "human", + "value": "Last year, 50,000 people lived in the city of Oak Grove. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Oak Grove?\nContext: N/A\nOptions: (A) The supply probably went up. (B) The supply probably went down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Oak Grove fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Oak Grove has gone up. So, the supply of houses for sale probably went up, too. The answer is A." + } + ] + }, + { + "id": "2978", + "image": "2978\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Jamaica (B) Saint Lucia (C) Barbados (D) Saint Vincent and the Grenadines\n" + }, + { + "from": "gpt", + "value": "This country is Saint Lucia. The answer is B." + } + ] + }, + { + "id": "2983", + "image": "2983\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution A (B) neither; their concentrations are the same (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is C." + } + ] + }, + { + "id": "2993", + "image": "2993\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Nebraska (B) North Dakota (C) Michigan (D) Minnesota\n" + }, + { + "from": "gpt", + "value": "This state is North Dakota. The answer is B." + } + ] + }, + { + "id": "2994", + "conversations": [ + { + "from": "human", + "value": "Is there a surplus or shortage of peanut butter?\nContext: A jar of peanut butter costs $6. The grocery store has 100 jars on the shelf. At that price, 74 people want to buy a jar of peanut butter.\nOptions: (A) surplus (B) shortage" + }, + { + "from": "gpt", + "value": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are too many jars of peanut butter for sale. There are 100 jars for sale, but only 74 people want to buy a jar.\nSo, there is a surplus of peanut butter. The grocery store will not get any money for the leftover jars. The answer is A." + } + ] + }, + { + "id": "3004", + "image": "3004\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Catoctin Mountain Park ecosystem?\nContext: Figure: Catoctin Mountain Park.\nCatoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland.\nOptions: (A) It has cold, wet winters. It also has soil that is rich in nutrients. (B) It has cold, wet winters. It also has soil that is poor in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has cold, wet winters. It also has soil that is rich in nutrients. The answer is A." + } + ] + }, + { + "id": "3016", + "image": "3016\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the reptile below.\nContext: Reptiles have scaly, waterproof skin. Most reptiles live on land. A coral snake is an example of a reptile.\nOptions: (A) clownfish (B) helmeted iguana\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the green anemone behind the clownfish.\nA helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit. The answer is B." + } + ] + }, + { + "id": "3020", + "image": "3020\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the common kestrel.\nContext: This organism is a common kestrel. Its scientific name is Falco tinnunculus.\nOptions: (A) Falco novaeseelandiae (B) Ardea goliath (C) Haliaeetus pelagicus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.\nArdea goliath is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea goliath and Falco tinnunculus are not in the same genus.\nFalco novaeseelandiae is in the genus Falco. The first word of its scientific name is Falco. So, Falco novaeseelandiae and Falco tinnunculus are in the same genus.\nHaliaeetus pelagicus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus pelagicus and Falco tinnunculus are not in the same genus. The answer is A." + } + ] + }, + { + "id": "3022", + "image": "3022\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) Atlanta (B) Los Angeles (C) New York City (D) Houston\n" + }, + { + "from": "gpt", + "value": "The city is Los Angeles, California. Atlanta, Houston, and New York City are marked with gray circles on the map below. The answer is B." + } + ] + }, + { + "id": "3036", + "image": "3036\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample A (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.\nBecause the particles in both samples have the same average kinetic energy, the samples must have the same temperature. The answer is A." + } + ] + }, + { + "id": "3037", + "conversations": [ + { + "from": "human", + "value": "Which object has the least thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 250-gram glass of water at a temperature of 29\u00b0C (B) a 250-gram glass of water at a temperature of 14\u00b0C (C) a 250-gram glass of water at a temperature of 16\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three glasses of water have the same mass but different temperatures. Since the 14\u00b0C glass of water is the coldest, it has the least thermal energy. The answer is B." + } + ] + }, + { + "id": "3041", + "image": "3041\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following organisms is the decomposer in this food web?\nContext: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) sea otter (B) kelp bass (C) black rockfish (D) bat star\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe bat star does not have arrows pointing from it to other organisms. So, the bat star is a decomposer.\nThe sea otter has an arrow pointing from it. So, the sea otter is not a decomposer.\nThe kelp bass has an arrow pointing from it. So, the kelp bass is not a decomposer.\nThe sea cucumber does not have arrows pointing from it to other organisms. So, the sea cucumber is a decomposer.\nThe black rockfish has an arrow pointing from it. So, the black rockfish is not a decomposer. The answer is D." + } + ] + }, + { + "id": "3044", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) piece of paper (B) rain (C) air inside a bubble" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas. Rain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.\nThe air inside a bubble is a gas. A gas spreads out to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will spread out to fill a much larger space.\nA piece of paper is a solid. You can fold a piece of paper. But it will still have a size and shape of its own. The answer is A." + } + ] + }, + { + "id": "3056", + "conversations": [ + { + "from": "human", + "value": "What does the hyperbole in this text suggest?\nThe last time Caleb cleaned his room, dinosaurs were still roaming the Earth.\nContext: N/A\nOptions: (A) Caleb hasn't cleaned his room in a very long time. (B) Caleb refuses to clean his room." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode! The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole dinosaurs were still roaming the Earth suggests that Caleb hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed. The answer is A." + } + ] + }, + { + "id": "3060", + "image": "3060\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) fluoromethanol (B) tetraphosphorus (C) methane\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is B." + } + ] + }, + { + "id": "3064", + "conversations": [ + { + "from": "human", + "value": "Would you find the word even on a dictionary page with the following guide words?\nengineer - except\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince even is between the guide words engineer - except, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "3069", + "image": "3069\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "3072", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Jackie inherited this trait?\nContext: Read the description of a trait.\nJackie has red hair.\nOptions: (A) Jackie and her mother both wear their hair in braids. (B) Jackie's parents have red hair. They passed down this trait to Jackie." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "3077", + "image": "3077\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which air temperature was measured within the outlined area shown?\nContext: The map below shows air temperatures in the lower atmosphere on April 19, 2016. The outlined area shows an air mass that influenced weather in North America on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division\nOptions: (A) -24\u00b0C (B) 3\u00b0C (C) -4\u00b0C\n" + }, + { + "from": "gpt", + "value": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C. Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\n15\u00b0C.\n-24\u00b0C is within this range.\n-4\u00b0C and 3\u00b0C are outside of this range. The answer is A." + } + ] + }, + { + "id": "3088", + "conversations": [ + { + "from": "human", + "value": "How long is a hammer?\nContext: Select the better estimate.\nOptions: (A) 21 kilometers (B) 21 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a hammer is 21 centimeters.\n21 kilometers is too long. The answer is B." + } + ] + }, + { + "id": "3089", + "image": "3089\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Tonga (B) Nauru (C) the Federated States of Micronesia (D) Samoa\n" + }, + { + "from": "gpt", + "value": "This country is Samoa. The answer is D." + } + ] + }, + { + "id": "3093", + "image": "3093\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Minnesota?\nContext: N/A\nOptions: (A) New Haven (B) Saint Paul (C) Dover (D) Colorado Springs\n" + }, + { + "from": "gpt", + "value": "Saint Paul is the capital of Minnesota. The answer is B." + } + ] + }, + { + "id": "3103", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nWhen I learned the details of Rachel's Faustian bargain, I was in disbelief.\nContext: N/A\nOptions: (A) history (B) literature" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Faustian bargain is literature.\nIn a play by Christopher Marlowe based on the legend of Faust, a man strikes a deal with the devil. Disregarding the long-term consequences of his actions, he sells his soul in exchange for power.\nThe allusion Faustian bargain means a compromise of one's values for personal gain. The answer is B." + } + ] + }, + { + "id": "3105", + "image": "3105\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this rocking chair made of?\nContext: N/A\nOptions: (A) wood (B) silk\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the rocking chair.\nThe chair is made of wood.\nChairs are not always made of wood. Chairs can also be made of plastic or metal. Some chairs are made of several different materials. Are you sitting on a chair? If so, what is it made of? The answer is A." + } + ] + }, + { + "id": "3107", + "image": "3107\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alabama?\nContext: N/A\nOptions: (A) Montgomery (B) Columbus (C) Oklahoma City (D) Birmingham\n" + }, + { + "from": "gpt", + "value": "Montgomery is the capital of Alabama. The answer is A." + } + ] + }, + { + "id": "3109", + "image": "3109\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is this archosaur's scientific name?\nContext: This drawing shows a type of archosaur, a dinosaur that grew to be about six feet long. This archosaur's fossil was discovered in rock near the Ghost Ranch Quarry in New Mexico. It was named after the painter Georgia O'Keeffe because she lived nearby.\nOptions: (A) Effigia okeeffeae (B) Effigia nesbitti\n" + }, + { + "from": "gpt", + "value": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. This organism's scientific name refers to Georgia O'Keeffe.\nThe word okeeffeae refers to Georgia O'Keeffe. So, this archosaur's scientific name is Effigia okeeffeae. The answer is A." + } + ] + }, + { + "id": "3110", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Rodrigo acquired this trait?\nContext: Read the description of a trait.\nRodrigo can ride a bicycle.\nOptions: (A) Rodrigo and his mother both ride bicycles. (B) Rodrigo's friend showed him how to ride a bicycle. (C) Rodrigo rides his bicycle to school." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "3113", + "image": "3113\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Stanley's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nStanley divided 40 evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Stanley opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.\nFigure: unripe bananas.\nOptions: (A) Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator? (B) Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "3115", + "image": "3115\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is A." + } + ] + }, + { + "id": "3118", + "image": "3118\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is older? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) ginkgo leaf (B) insect\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe ginkgo leaf fossil is in a deeper layer in the rock sequence than the insect fossil. So, the ginkgo leaf fossil is most likely older than the insect fossil. The answer is A." + } + ] + }, + { + "id": "3123", + "image": "3123\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) South Dakota (B) Kansas (C) Illinois (D) Michigan\n" + }, + { + "from": "gpt", + "value": "This state is South Dakota. The answer is A." + } + ] + }, + { + "id": "3125", + "image": "3125\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the bear sedge?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) Arctic fox (B) barren-ground caribou (C) bilberry\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bear sedge.\nThe only arrow pointing to the barren-ground caribou starts from the lichen. No arrow points to the lichen. So, in this food web, matter does not move from the bear sedge to the barren-ground caribou.\nNo arrow points to the bilberry. So, in this food web, matter does not move from the bear sedge to the bilberry. The answer is A." + } + ] + }, + { + "id": "3132", + "image": "3132\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Utah?\nContext: N/A\nOptions: (A) Salt Lake City (B) Denver (C) Des Moines (D) Provo\n" + }, + { + "from": "gpt", + "value": "Salt Lake City is the capital of Utah. The answer is A." + } + ] + }, + { + "id": "3138", + "image": "3138\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Haiti (B) Dominica (C) the Dominican Republic (D) Trinidad and Tobago\n" + }, + { + "from": "gpt", + "value": "This country is Dominica. The answer is B." + } + ] + }, + { + "id": "3141", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nRudy once fell asleep with the window open and woke up with a horrible migraine. Since then, he's always made sure to close his window before going to sleep.\nContext: N/A\nOptions: (A) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (B) false causation: the assumption that because two things happened together, one caused the other (C) straw man: a misrepresentation of an opponent's position that makes it easier to argue against" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that an open window caused Rudy's migraine. However, that's not necessarily true. For instance, the migraine might have occurred for no particular reason while the window happened to be open. This illustrates a type of logical fallacy known as false causation. The answer is B." + } + ] + }, + { + "id": "3144", + "image": "3144\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Colorado (B) Montana (C) Washington (D) Pennsylvania\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Colorado is farthest south. The answer is A." + } + ] + }, + { + "id": "3147", + "image": "3147\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.\nContext: The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.\nOptions: (A) to the right than to the left (B) to the left than to the right\n" + }, + { + "from": "gpt", + "value": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is B." + } + ] + }, + { + "id": "3153", + "image": "3153\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Robert's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nRobert was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Robert put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.\nOptions: (A) how steady a parachute with a 1 m vent was at 200 km per hour (B) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour (C) whether a parachute with a 1 m vent would swing too much at 400 km per hour\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "3156", + "image": "3156\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the Christmas tree worm.\nContext: This organism is a Christmas tree worm. Its scientific name is Spirobranchus giganteus.\nOptions: (A) Nerodia clarkii (B) Spirobranchus giganteus (C) Nerodia cyclopion\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Christmas tree worm's scientific name is Spirobranchus giganteus.\nNerodia clarkii does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Nerodia clarkii are not in the same species.\nNerodia cyclopion does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Nerodia cyclopion are not in the same species.\nSpirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species. The answer is B." + } + ] + }, + { + "id": "3157", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word disinterested in its traditional sense?\nContext: N/A\nOptions: (A) As an experienced teacher of American history, Mr. Patton believes that playing history-based trivia games will revive even the most disinterested of students. (B) As a teacher of American history, Mr. Patton tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses disinterested in its traditional sense: unbiased or impartial.\nAs a teacher of American history, Mr. Patton tries to remain disinterested when discussing controversial issues, giving equal attention and consideration to each major viewpoint.\nThe second text uses disinterested in its nontraditional sense: uninterested or indifferent.\nAs an experienced teacher of American history, Mr. Patton believes that playing history-based trivia games will revive even the most disinterested of students.\nMost style guides recommend to use the traditional sense of the word disinterested because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "3168", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a newspaper?\nContext: N/A\nOptions: (A) east Bay express (B) East Bay Express" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between.\nThe correct title is East Bay Express. The answer is B." + } + ] + }, + { + "id": "3174", + "conversations": [ + { + "from": "human", + "value": "Suppose Colin decides to join the Photography Club. Which result would be a cost?\nContext: Colin is deciding whether to join the Photography Club or the Theater Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time.\nOptions: (A) Colin will have more fun in the Photography Club than he would have had in the Theater Club. (B) Colin will spend more time in the Photography Club than he would have spent in the Theater Club." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Colin wants or needs:\nColin will spend more time in the Photography Club than he would have spent in the Theater Club. The answer is B." + } + ] + }, + { + "id": "3185", + "image": "3185\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the Indian rock python.\nContext: This organism is an Indian rock python. Its scientific name is Python molurus.\nOptions: (A) Python molurus (B) Lacerta agilis (C) Nerodia cyclopion\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An Indian rock python's scientific name is Python molurus.\nNerodia cyclopion does not have the same scientific name as an Indian rock python. So, Python molurus and Nerodia cyclopion are not in the same species.\nPython molurus has the same scientific name as an Indian rock python. So, these organisms are in the same species.\nLacerta agilis does not have the same scientific name as an Indian rock python. So, Python molurus and Lacerta agilis are not in the same species. The answer is A." + } + ] + }, + { + "id": "3187", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nVictoria submitted her suggestions to Richard; now the ball is in his court.\nContext: N/A\nOptions: (A) Richard needs to act next. (B) Richard has some difficult work to do." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the ball is in his court suggests that Richard needs to act next. In tennis, when the ball is in a player's court, it is that person's turn. The answer is A." + } + ] + }, + { + "id": "3193", + "image": "3193\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Eastern Siberian Taiga ecosystem?\nContext: Figure: East Siberian Taiga.\nThe Eastern Siberian Taiga is a large forest that covers more than a quarter of Russia. It is home to brown bears, wolves, deer, and other organisms.\nOptions: (A) It has mostly small plants. (B) It has soil that is rich in nutrients. (C) It has long, cold winters and short, cool summers.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Eastern Siberian Taiga ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. The following statements do not describe the Eastern Siberian Taiga: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has mostly small plants. It has soil that is rich in nutrients. The answer is C." + } + ] + }, + { + "id": "3196", + "conversations": [ + { + "from": "human", + "value": "What was World War I originally called?\nContext: N/A\nOptions: (A) the Great War (B) European War I (C) the European Revolution (D) the First War" + }, + { + "from": "gpt", + "value": "At first, World War I was called the Great War. People didn't call it World War I until World War II started. They didn't know there would be more than one world war. So, they didn't think they needed to number it.\nWorld War I is usually considered the first modern, worldwide war. Today, it is usually called World War I or the First World War. It can also be abbreviated as \"WWI.\" The answer is A." + } + ] + }, + { + "id": "3197", + "image": "3197\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Heather and Tanner's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nHeather applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Tanner timed each ride. Heather and Tanner calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.\nOptions: (A) Does Heather's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax? (B) Does Heather's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "3203", + "conversations": [ + { + "from": "human", + "value": "Suppose Dwayne decides to go on the spinning teacups. Which result would be a cost?\nContext: Dwayne is deciding which ride to go on at the fair. He can go on either the spinning teacups or the scrambler. He wants to have as much fun as possible at the fair.\nOptions: (A) Dwayne will have more fun on the spinning teacups than he would have had on the scrambler. (B) Dwayne will spend more ride tickets on the spinning teacups than he would have spent on the scrambler." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Dwayne wants or needs:\nDwayne will spend more ride tickets on the spinning teacups than he would have spent on the scrambler. The answer is B." + } + ] + }, + { + "id": "3204", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 150-gram glass of apple juice at a temperature of 5\u00b0C (B) a 150-gram glass of apple juice at a temperature of 10\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two glasses of apple juice have the same mass but different temperatures. Since the 5\u00b0C glass of apple juice is colder than the 10\u00b0C glass of apple juice, it has less thermal energy. The answer is A." + } + ] + }, + { + "id": "3205", + "image": "3205\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) rough (B) stretchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. Both objects are rough.\nA stretchy object gets longer when you pull on it. Neither of the objects are stretchy.\nThe property that both objects have in common is rough. The answer is A." + } + ] + }, + { + "id": "3210", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) sock (B) truck (C) rock" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words sock and rock rhyme. They both end with the ock sound.\nThe word truck does not rhyme. It ends with a different sound. The answer is B." + } + ] + }, + { + "id": "3212", + "conversations": [ + { + "from": "human", + "value": "Which word is not like the others?\nContext: N/A\nOptions: (A) time (B) rain (C) snow (D) sun" + }, + { + "from": "gpt", + "value": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Snow, sun, and rain go together. They are weather words. Time is not a weather word, so it is not like the other words. The answer is A." + } + ] + }, + { + "id": "3213", + "image": "3213\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did this aurochs have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an animal called an aurochs.\nThe aurochs was hunted by humans and went extinct around 1627. The oldest aurochs fossils are about 2,000,000 years old.\nOptions: (A) four legs (B) a striped body\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is A." + } + ] + }, + { + "id": "3215", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Brooke investigate with an experiment?\nContext: Brooke visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:\na wooden catapult with a 10-inch-long arm\na wooden catapult with a five-inch-long arm\ntwo identical rubber balls\nOptions: (A) Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult? (B) Does a heavier ball travel farther than a lighter ball when launched from a catapult? (C) Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "3217", + "image": "3217\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the reptile below.\nContext: Reptiles have scaly, waterproof skin. Most reptiles live on land. A box turtle is an example of a reptile.\nOptions: (A) sea otter (B) tortoise\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water. The answer is B." + } + ] + }, + { + "id": "3219", + "image": "3219\\image.png", + "conversations": [ + { + "from": "human", + "value": "What type of rock is scoria?\nContext: This is a piece of scoria. Scoria is usually formed near volcanoes. It comes from melted rock that is rich in iron and magnesium.\nDo you see the hollow gaps in this rock? The gaps come from air and water bubbles that became trapped while the melted rock was cooling.\nOptions: (A) igneous (B) metamorphic (C) sedimentary\n" + }, + { + "from": "gpt", + "value": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Scoria is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.\nMelted rock at the earth's surface is called lava. Scoria forms from a type of lava that is rich in iron and magnesium. As the lava erupts from a volcano, it can trap small bubbles of air or water. When the lava becomes solid, the bubbles leave behind gaps in the rock. The answer is A." + } + ] + }, + { + "id": "3220", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nMaureen felt intimidated by the steep cliff that she faced on her first rock-climbing adventure.\nContext: N/A\nOptions: (A) exclamatory (B) declarative (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is B." + } + ] + }, + { + "id": "3222", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nRita's shoes are superior, because they're made from one hundred percent snakeskin, not synthetic materials.\nContext: N/A\nOptions: (A) appeal to nature: the assumption that natural things are always good (B) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Rita's shoes are the best, because they're made with snakeskin rather than synthetic materials. However, even though the shoes are made from snakes, that doesn't necessarily mean that they are better. This illustrates a type of logical fallacy known as an appeal to nature. The answer is A." + } + ] + }, + { + "id": "3229", + "image": "3229\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these continents does the prime meridian intersect?\nContext: N/A\nOptions: (A) North America (B) Africa (C) South America\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect North America or South America. The answer is B." + } + ] + }, + { + "id": "3231", + "image": "3231\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. An American bullfrog is an example of an amphibian.\nOptions: (A) common toad (B) catfish\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A common toad is an amphibian. It has moist skin and begins its life in water.\nA catfish is a fish. It lives underwater. It has fins, not limbs. The answer is A." + } + ] + }, + { + "id": "3233", + "image": "3233\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) stretchy (B) rough (C) bouncy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. All three objects are rough.\nA stretchy object gets longer when you pull on it. The rock and the tree bark are not stretchy.\nA bouncy object will bounce back from the floor if you drop it. The tree bark and the velcro are not bouncy.\nThe property that all three objects have in common is rough. The answer is B." + } + ] + }, + { + "id": "3243", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nEdna never lies. She told me herself, so it must be true.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) straw man: a misrepresentation of an opponent's position that makes it easier to argue against" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Edna is telling the truth because she says she never lies. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A." + } + ] + }, + { + "id": "3246", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) There are some things that Ms. Dotson wants to bring up at the next city council meeting. (B) Ms. Dotson has several important proposals to discuss at the next city council meeting." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).\nThe second sentence uses more precise language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "3247", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) The farmers pick the corn and beans. (B) The fog made it hard to see, Dad drove slowly." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The fog made it hard to see, Dad drove slowly is a run-on sentence. It has two sentences that are joined by just a comma: The fog made it hard to see and Dad drove slowly. The answer is B." + } + ] + }, + { + "id": "3255", + "image": "3255\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) Solution B (B) Solution A (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is B." + } + ] + }, + { + "id": "3259", + "image": "3259\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Kiribati (B) Tuvalu (C) Tonga (D) the Marshall Islands\n" + }, + { + "from": "gpt", + "value": "This country is Tuvalu. The answer is B." + } + ] + }, + { + "id": "3284", + "image": "3284\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Ohio?\nContext: N/A\nOptions: (A) Cleveland (B) Columbus (C) Frankfort (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Columbus is the capital of Ohio. The answer is B." + } + ] + }, + { + "id": "3292", + "image": "3292\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) Nashville (B) Houston (C) Charlotte (D) New Orleans\n" + }, + { + "from": "gpt", + "value": "The city is Houston, Texas. Nashville, New Orleans, and Charlotte are marked with gray circles on the map below. The answer is B." + } + ] + }, + { + "id": "3305", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ndare - disturb\nContext: N/A\nOptions: (A) devour (B) dread" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince devour is between the guide words dare - disturb, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "3311", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nVictoria learns about her ancestors in the book.\nContext: N/A\nOptions: (A) present tense (B) past tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now. The answer is A." + } + ] + }, + { + "id": "3316", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Whenever the Davidsons visit Florida, they see their relatives. (B) The Davidsons see their relatives whenever they visit Florida." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they could refer to the Davidsons or their relatives.\nThe Davidsons see their relatives whenever they visit Florida.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhenever the Davidsons visit Florida, they see their relatives. The answer is B." + } + ] + }, + { + "id": "3318", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nDylan will make cookies with his friends.\nContext: N/A\nOptions: (A) future tense (B) present tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen. The answer is A." + } + ] + }, + { + "id": "3323", + "conversations": [ + { + "from": "human", + "value": "How long does it take to drink a small glass of water?\nContext: Select the better estimate.\nOptions: (A) 55 hours (B) 55 seconds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to drink a small glass of water is 55 seconds.\n55 hours is too slow. The answer is B." + } + ] + }, + { + "id": "3327", + "image": "3327\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "3330", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Lexi inherited this trait?\nContext: Read the description of a trait.\nLexi has naturally black hair.\nOptions: (A) Some people use a hair dryer to straighten their hair. But Lexi and her brothers have naturally straight hair. (B) Both of Lexi's biological parents have naturally black hair. (C) When she was younger, Lexi wore ribbons in her naturally black hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "3336", + "image": "3336\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "3337", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three geese. Which goose was moving at the highest speed?\nContext: N/A\nOptions: (A) a goose that moved 905kilometers south in 10hours (B) a goose that moved 925kilometers west in 10hours (C) a goose that moved 920kilometers west in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.\nNotice that each goose moved for 10 hours. The goose that moved 925 kilometers moved the farthest distance in that time. So, that goose must have moved at the highest speed. The answer is B." + } + ] + }, + { + "id": "3339", + "image": "3339\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Carolina?\nContext: N/A\nOptions: (A) Saint Paul (B) Fargo (C) Raleigh (D) Charlotte\n" + }, + { + "from": "gpt", + "value": "Raleigh is the capital of North Carolina. The answer is C." + } + ] + }, + { + "id": "3345", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) dream (B) cream (C) such" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words cream and dream rhyme. They both end with the eam sound.\nThe word such does not rhyme. It ends with a different sound. The answer is C." + } + ] + }, + { + "id": "3347", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nGive Ronald a tour of the building and then take him to Mr. Cain's office.\nContext: N/A\nOptions: (A) exclamatory (B) interrogative (C) imperative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period. The answer is C." + } + ] + }, + { + "id": "3351", + "conversations": [ + { + "from": "human", + "value": "Would you find the word linen on a dictionary page with the following guide words?\nleather - lying\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince linen is between the guide words leather - lying, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "3354", + "image": "3354\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement is true about the average monthly precipitation in Nairobi?\nContext: Use the graph to answer the question below.\nOptions: (A) Nairobi gets about the same amount of precipitation each month. (B) More precipitation falls in April than in August. (C) February is the wettest month of the year.\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Nairobi, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"More precipitation falls in April than in August.\" is incorrect.\nApril has a higher average monthly precipitation than August.\nChoice \"Nairobi gets about the same amount of precipitation each month.\" is incorrect.\nOn average, less precipitation falls between June and October than between November and May.\nChoice \"February is the wettest month of the year.\" is incorrect.\nThe wettest month is the one with the highest average monthly precipitation. April, not February, has the highest average precipitation. The answer is B." + } + ] + }, + { + "id": "3355", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a cup of hot cocoa?\nContext: Select the better estimate.\nOptions: (A) 70\u00b0F (B) 70\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a cup of hot cocoa is 70\u00b0C.\n70\u00b0F is too cold. The answer is B." + } + ] + }, + { + "id": "3377", + "image": "3377\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of purple particles?\nContext: The diagram below is a model of two solutions. Each purple ball represents one particle of solute.\nOptions: (A) Solution B (B) Solution A (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is B." + } + ] + }, + { + "id": "3379", + "image": "3379\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month has the lowest average precipitation in London?\nContext: Use the graph to answer the question below.\nOptions: (A) July (B) November (C) February\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 45 millimeters. This is lower than in any other month. So, July has the lowest average precipitation. The answer is A." + } + ] + }, + { + "id": "3383", + "conversations": [ + { + "from": "human", + "value": "How long is a pen?\nContext: Select the better estimate.\nOptions: (A) 19 centimeters (B) 19 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a pen is 19 centimeters.\n19 kilometers is too long. The answer is A." + } + ] + }, + { + "id": "3385", + "conversations": [ + { + "from": "human", + "value": "Last year, there were seven men's clothing stores on Main Street in Fairview. This year, there are only three. What probably happened to the overall supply of men's shirts in Fairview?\nContext: N/A\nOptions: (A) The supply probably went up. (B) The supply probably went down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B." + } + ] + }, + { + "id": "3387", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Molly inherited this trait?\nContext: Read the description of a trait.\nMolly has brown eyes.\nOptions: (A) Molly's hair is the same color as her brown eyes. (B) Molly's father has brown eyes. He passed this trait down to Molly." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "3395", + "image": "3395\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Zachary's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nZachary put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Zachary checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails take fewer days to rust in water compared to vinegar? (B) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "3398", + "image": "3398\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Kiribati (B) Nauru (C) the Marshall Islands (D) Solomon Islands\n" + }, + { + "from": "gpt", + "value": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is C." + } + ] + }, + { + "id": "3413", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nRuth is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\nContext: N/A\nOptions: (A) complex (B) compound-complex (C) compound (D) simple" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nRuth is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is B." + } + ] + }, + { + "id": "3418", + "image": "3418\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) Louisiana (B) Ohio (C) Maine (D) Tennessee\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east. The answer is C." + } + ] + }, + { + "id": "3428", + "image": "3428\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) sticky (B) salty (C) colorful\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. All three objects are salty.\nA colorful object has one or more bright colors. None of the objects are colorful.\nA sticky object can attach or stick to other things. None of the objects are sticky.\nThe property that all three objects have in common is salty. The answer is B." + } + ] + }, + { + "id": "3430", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nPamela warned her youngest son not to cry wolf while wrestling with his older brother.\nContext: N/A\nOptions: (A) U.S. history (B) a fable" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion cry wolf is a fable.\nIn the fable \"The Boy Who Cried Wolf,\" a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.\nThe allusion cry wolf means to raise a false alarm. The answer is B." + } + ] + }, + { + "id": "3431", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) The tailor measures the length of the pant leg. (B) I need to shovel this snow, or someone might slip and fall." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nI need to shovel this snow, or someone might slip and fall. The answer is B." + } + ] + }, + { + "id": "3433", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nSodium iodide is ().\nContext: Sodium iodide can be used to help treat certain types of cancer. The chemical formula for sodium iodide is NaI.\nOptions: (A) an elementary substance (B) a compound" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether sodium iodide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for sodium iodide, NaI, contains two atomic symbols: Na for sodium and I for iodine. So, the formula tells you that sodium iodide is composed of two chemical elements bonded together.\nSince sodium iodide is composed of multiple chemical elements bonded together, sodium iodide is a compound. The answer is B." + } + ] + }, + { + "id": "3434", + "image": "3434\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in a sandy desert?\nContext: Bearded dragons are lizards that live in the deserts of Australia. The is adapted to be camouflaged in a sandy desert.\nFigure: bearded dragon.\nOptions: (A) horned viper (B) blue poison dart frog\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the bearded dragon.\nThe bearded dragon has a sand-colored body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged in a sandy desert. The answer is A." + } + ] + }, + { + "id": "3436", + "image": "3436\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Vivian and Jamal trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nVivian and Jamal open their lunch boxes in the school cafeteria. Neither Vivian nor Jamal got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nVivian's lunch Jamal's lunch\nOptions: (A) Vivian can trade her tomatoes for Jamal's broccoli. (B) Jamal can trade his broccoli for Vivian's oranges. (C) Vivian can trade her tomatoes for Jamal's carrots. (D) Jamal can trade his almonds for Vivian's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nVivian wants broccoli. Jamal wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A." + } + ] + }, + { + "id": "3439", + "image": "3439\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Antarctica (B) North America (C) Asia (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Europe. The answer is D." + } + ] + }, + { + "id": "3442", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nDon't ever get a ride from Mia. Her brother has been driving for only six months, and he's already gotten three speeding tickets.\nContext: N/A\nOptions: (A) guilt by association: a negative association intended to discredit someone or something (B) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Mia must be a reckless driver, because her brother is a reckless driver. However, even though Mia's brother is reckless, that doesn't necessarily mean that Mia is, too. This illustrates a type of logical fallacy known as guilt by association. The answer is A." + } + ] + }, + { + "id": "3451", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nI must have eaten too much of Sean's homemade chili, because now I'm so full I could explode!\nContext: N/A\nOptions: (A) oxymoron (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nSo full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding. The answer is B." + } + ] + }, + { + "id": "3455", + "image": "3455\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Las Vegas (B) Reno (C) Cheyenne (D) Carson City\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is D." + } + ] + }, + { + "id": "3468", + "image": "3468\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Texas (B) Maryland (C) Michigan (D) Rhode Island\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south. The answer is A." + } + ] + }, + { + "id": "3472", + "conversations": [ + { + "from": "human", + "value": "Which would smell more?\nContext: N/A\nOptions: (A) metal license plate (B) gasoline" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Smelly is a property. A smelly material has a strong smell.\nLook at each picture, one at a time. Imagine smelling the material shown in each picture.\nOf the choices, the gasoline would smell more. Gasoline has a strong smell. The answer is B." + } + ] + }, + { + "id": "3476", + "image": "3476\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a crown a solid or a liquid?\nContext: N/A\nOptions: (A) a liquid (B) a solid\n" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. A crown is a solid. A solid has a size and shape of its own.\nIf you put a crown on your head, the crown will keep its shape. The answer is B." + } + ] + }, + { + "id": "3479", + "conversations": [ + { + "from": "human", + "value": "How long does it take for an ice cube to melt on a hot sidewalk?\nContext: Select the better estimate.\nOptions: (A) 4 hours (B) 4 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes for an ice cube to melt on a hot sidewalk is 4 minutes.\n4 hours is too slow. The answer is B." + } + ] + }, + { + "id": "3481", + "image": "3481\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the gray tree frog.\nContext: This organism is a gray tree frog. Its scientific name is Hyla versicolor.\nOptions: (A) Hyla cinerea (B) Atelopus zeteki (C) Hemidactylus turcicus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A gray tree frog's scientific name is Hyla versicolor. The first word of its scientific name is Hyla.\nAtelopus zeteki is in the genus Atelopus. The first word of its scientific name is Atelopus. So, Atelopus zeteki and Hyla versicolor are not in the same genus.\nHemidactylus turcicus is in the genus Hemidactylus. The first word of its scientific name is Hemidactylus. So, Hemidactylus turcicus and Hyla versicolor are not in the same genus.\nHyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Hyla versicolor are in the same genus. The answer is A." + } + ] + }, + { + "id": "3484", + "conversations": [ + { + "from": "human", + "value": "Select the bird.\nContext: N/A\nOptions: (A) box turtle (B) emu (C) piranha (D) sea otter" + }, + { + "from": "gpt", + "value": "Birds have feathers, two wings, and a beak. An emu is a bird. It has feathers, two wings, and a beak.\nEmus cannot fly, but they can run very fast. They run to avoid predators.\nA box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal. The answer is B." + } + ] + }, + { + "id": "3485", + "conversations": [ + { + "from": "human", + "value": "Suppose Deb decides to eat the sunflower seeds. Which result would be a cost?\nContext: Deb is deciding whether to eat sunflower seeds or apple crisp for an afternoon snack. She would like to eat something tasty, but she is also trying to be healthier.\nOptions: (A) Deb will get to eat the sunflower seeds. The sunflower seeds will be healthier than the apple crisp would have been. (B) Deb will give up the chance to eat the apple crisp. Deb thinks apple crisp would have tasted better than sunflower seeds will." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Deb wants or needs:\nDeb will give up the chance to eat the apple crisp. Deb thinks apple crisp would have tasted better than sunflower seeds will. The answer is B." + } + ] + }, + { + "id": "3486", + "image": "3486\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted to eat plant matter?\nContext: Kudus are herbivores, or plant eaters. They eat leaves and shoots. The 's mouth is adapted to grind up and eat plant matter.\nFigure: kudu.\nOptions: (A) spotted deer (B) Nile crocodile\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the kudu.\nThe kudu has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the kudu reach leaves and shoots. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe spotted deer has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe Nile crocodile has a large mouth and sharp teeth. Its mouth is not adapted to eat plant matter. The Nile crocodile uses its mouth to eat other animals. The answer is A." + } + ] + }, + { + "id": "3492", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) See you soon,\nDale (B) see you soon,\nDale" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "3494", + "image": "3494\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Janice and Abdul trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJanice and Abdul open their lunch boxes in the school cafeteria. Neither Janice nor Abdul got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJanice's lunch Abdul's lunch\nOptions: (A) Abdul can trade his almonds for Janice's tomatoes. (B) Janice can trade her tomatoes for Abdul's carrots. (C) Janice can trade her tomatoes for Abdul's broccoli. (D) Abdul can trade his broccoli for Janice's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nJanice wants broccoli. Abdul wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C." + } + ] + }, + { + "id": "3495", + "image": "3495\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Atlantic Ocean (B) the Indian Ocean (C) the Southern Ocean (D) the Pacific Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is C." + } + ] + }, + { + "id": "3498", + "conversations": [ + { + "from": "human", + "value": "Select the mixture.\nContext: N/A\nOptions: (A) caramel corn (B) silver" + }, + { + "from": "gpt", + "value": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A." + } + ] + }, + { + "id": "3504", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nwater evaporating from a puddle\ndust settling out of the air\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are caused by heating. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nDust settling out of the air is a physical change. As the dust settles, or falls, it might land on furniture or the ground. This separates dust particles from the air, but does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWater evaporating is caused by heating. But dust settling out of the air is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "3505", + "image": "3505\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which term matches the picture?\nContext: Read the text.\nInvertebrates make up the majority of Earth's living things, but there are many different groups, or phyla, of invertebrates. Jellyfish and sea anemone, for example, are both part of the phylum Cnidaria. Cnidaria comes from a Greek word that means \"nettle,\" a stinging type of plant. Cnidarians are known for the tentacles that surround their mouths, which they use to sting and capture prey. All species that belong in the Cnidaria phyla live exclusively in the ocean.\nAnother phylum of invertebrates found only in oceans is the Echinodermata, a term that comes from Greek words meaning \"spiny\" and \"skin.\" Echinoderms, members of this phylum, have stiff bodies and often have stiff, sharp spines covering their skins. Unlike a cnidarian's wavy tentacles, these spines are used for protection, not to capture prey.\nOptions: (A) echinoderm (B) cnidarian\n" + }, + { + "from": "gpt", + "value": "An echinoderm is a type of sea invertebrate that usually has sharp or spiky skin. A sea urchin is a type of echinoderm. The answer is A." + } + ] + }, + { + "id": "3507", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Rover's phenotype for the fur length trait?\nContext: In a group of dogs, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.\nRover, a dog from this group, has long fur. Rover has two alleles for long fur.\nOptions: (A) ff (B) long fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Rover's observable version of the fur length trait is long fur. So, Rover's phenotype for the fur length trait is long fur. The answer is B." + } + ] + }, + { + "id": "3514", + "image": "3514\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Logan's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLogan put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Logan checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume? (B) Do steel nails take fewer days to rust in water compared to vinegar?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "3515", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear aunt Lucy, (B) Dear Aunt Lucy," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aunt Lucy is capitalized because it is a proper noun. The answer is B." + } + ] + }, + { + "id": "3518", + "image": "3518\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) sample A (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "3523", + "image": "3523\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) transparent (B) smooth\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA smooth object is not scratchy or rough. The silk tie is smooth.\nYou can see clearly through a transparent object. The silk tie is not transparent. The answer is B." + } + ] + }, + { + "id": "3530", + "image": "3530\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is A." + } + ] + }, + { + "id": "3534", + "image": "3534\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "3539", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMost of the people who knew Dale considered him to be an unrepentant Casanova.\nContext: N/A\nOptions: (A) Greek mythology (B) history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Casanova is history.\nThe autobiography of Giovanni Giacomo Casanova, an eighteenth-century Italian adventurer, details and perhaps exaggerates his amorous adventures and success with women.\nThe allusion Casanova means a womanizer. The answer is B." + } + ] + }, + { + "id": "3541", + "image": "3541\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Indian Ocean (B) the Arctic Ocean (C) the Pacific Ocean (D) the Southern Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is D." + } + ] + }, + { + "id": "3542", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) We went to Texas we saw an old fort. (B) A bag of beans." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. We went to Texas we saw an old fort is a run-on sentence. It has two sentences that are joined without end punctuation: We went to Texas and We saw an old fort. The answer is A." + } + ] + }, + { + "id": "3544", + "image": "3544\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) soft (B) fragile (C) scratchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA scratchy object is rough and itchy against your skin. None of the objects are scratchy.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nA fragile object will break into pieces if you drop it. All three objects are fragile.\nThe property that all three objects have in common is fragile. The answer is B." + } + ] + }, + { + "id": "3549", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\nAccording to Mr. Long's kids, his snoring is as quiet as a jackhammer.\nContext: N/A\nOptions: (A) The snoring occurs in bursts. (B) The snoring is loud." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Long's snoring. The answer is B." + } + ] + }, + { + "id": "3558", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nDespite centuries of decay, the ancient structure still stands tall and ().\nContext: N/A\nOptions: (A) proud (B) straight" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word proud. It describes the ancient structure as if it were a person with a sense of pride. The answer is A." + } + ] + }, + { + "id": "3567", + "image": "3567\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with black fur to offspring with brown fur? Choose the most likely ratio.\nContext: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).\nThis Punnett square shows a cross between two rabbits.\nOptions: (A) 0:4 (B) 1:3 (C) 2:2 (D) 3:1 (E) 4:0\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with black fur or brown fur, consider whether each phenotype is the dominant or recessive allele's version of the fur color trait. The question tells you that the f allele, which is for brown fur, is recessive to the F allele, which is for black fur.\nBlack fur is the dominant allele's version of the fur color trait. A rabbit with the dominant version of the fur color trait must have at least one dominant allele for the fur color gene. So, offspring with black fur must have the genotype FF or Ff.\nThere are 3 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.\nBrown fur is the recessive allele's version of the fur color trait. A rabbit with the recessive version of the fur color trait must have only recessive alleles for the fur color gene. So, offspring with brown fur must have the genotype ff.\nThere is 1 box in the Punnett square with the genotype ff. This box is highlighted below.\nSo, the expected ratio of offspring with black fur to offspring with brown fur is 3:1. This means that, on average, this cross will produce 3 offspring with black fur for every 1 offspring with brown fur. The answer is D." + } + ] + }, + { + "id": "3576", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nwater evaporating from a lake\nstretching a rubber band\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by heating. (C) Both are caused by cooling. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nStretching a rubber band is a physical change. The rubber band gets longer. But it is still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWater evaporating is caused by heating. But stretching a rubber band is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "3583", + "image": "3583\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Idaho (B) Wyoming (C) Utah (D) California\n" + }, + { + "from": "gpt", + "value": "This state is Idaho. The answer is A." + } + ] + }, + { + "id": "3593", + "image": "3593\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the blue jay.\nContext: This organism is a blue jay. Its scientific name is Cyanocitta cristata.\nOptions: (A) Cyanocitta cristata (B) Larus michahellis (C) Goura victoria\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A blue jay's scientific name is Cyanocitta cristata.\nLarus michahellis does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Larus michahellis are not in the same species.\nGoura victoria does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Goura victoria are not in the same species.\nCyanocitta cristata has the same scientific name as a blue jay. So, these organisms are in the same species. The answer is A." + } + ] + }, + { + "id": "3604", + "image": "3604\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maine?\nContext: N/A\nOptions: (A) Portland (B) Burlington (C) Augusta (D) Madison\n" + }, + { + "from": "gpt", + "value": "Augusta is the capital of Maine. The answer is C." + } + ] + }, + { + "id": "3609", + "image": "3609\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the great gray owl.\nContext: This organism is a great gray owl. Its scientific name is Strix nebulosa.\nOptions: (A) Neofelis nebulosa (B) Cyanea capillata (C) Strix varia\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.\nCyanea capillata is in the genus Cyanea. The first word of its scientific name is Cyanea. So, Cyanea capillata and Strix nebulosa are not in the same genus.\nNeofelis nebulosa and Strix nebulosa are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Neofelis nebulosa and Strix nebulosa have the same species name within their genus, nebulosa. But the first words of their scientific names are different. Neofelis nebulosa is in the genus Neofelis, and Strix nebulosa is in the genus Strix.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Strix nebulosa are in the same genus. The answer is C." + } + ] + }, + { + "id": "3611", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nI can't believe this is Janet's first time seeing the Pacific Ocean!\nContext: N/A\nOptions: (A) interrogative (B) exclamatory (C) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is B." + } + ] + }, + { + "id": "3629", + "image": "3629\\image.png", + "conversations": [ + { + "from": "human", + "value": "According to the text, what evidence of a volcanic eruption did the captain observe?\nContext: Before sunrise on November 14, 1963, the crew of the fishing boat Isleifur II had just finished putting their fishing lines in the ocean off the southern coast of Iceland. As the crew waited to have breakfast, a strong smell of sulfur drifted over the boat. At first, crew members thought that the cook had burned the eggs or that something was wrong with the boat's engine. But when the sun started to rise, the crew saw black smoke billowing from the water a few kilometers away.\nThe captain of the Isleifur II first thought the smoke was coming from a boat that was on fire, so he sailed closer to try to help. But as the Isleifur II approached the column of smoke, the captain and crew saw glowing pieces of molten rock shooting up out of the water. The captain realized this was not a burning boat. It was a volcano erupting under the water!\nFigure: the erupting undersea volcano seen by the sailors on the Isleifur II.\nOptions: (A) He heard a report on the radio warning about a volcanic eruption. (B) He saw a nearby boat that was on fire. (C) He smelled sulfur and saw pieces of molten rock shooting out of the water.\n" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "3633", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nAkiko teaches Norma about customs in Japan.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now. The answer is C." + } + ] + }, + { + "id": "3634", + "conversations": [ + { + "from": "human", + "value": "The city of Ashland has been one of the world's biggest makers of cough drops for many years. But last month, Ashland's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops?\nContext: N/A\nOptions: (A) The supply will probably go up. (B) The supply will probably go down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Ashland. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is B." + } + ] + }, + { + "id": "3643", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Sebastian inherited this trait?\nContext: Read the description of a trait.\nSebastian has straight hair.\nOptions: (A) Sebastian's parents were born with straight hair. They passed down this trait to Sebastian. (B) Sebastian and his father both have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "3650", + "conversations": [ + { + "from": "human", + "value": "Suppose Lauren decides to go as a superhero. Which result would be a cost?\nContext: Lauren is deciding whether to go as a vampire or a superhero to a costume party. She would rather go as a vampire. But she already has a superhero costume.\nOptions: (A) Lauren will save some time and money. She won't have to go out and get a new costume. (B) Lauren will give up the chance to wear the costume she is more excited about." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Lauren wants or needs:\nLauren will give up the chance to wear the costume she is more excited about. The answer is B." + } + ] + }, + { + "id": "3654", + "image": "3654\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Florida?\nContext: N/A\nOptions: (A) Denver (B) Tallahassee (C) Tampa (D) Orlando\n" + }, + { + "from": "gpt", + "value": "Tallahassee is the capital of Florida. The answer is B." + } + ] + }, + { + "id": "3656", + "image": "3656\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Bill and Anita trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBill and Anita open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Bill wanted broccoli in his lunch and Anita was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Anita can trade her almonds for Bill's tomatoes. (B) Anita can trade her broccoli for Bill's oranges. (C) Bill can trade his tomatoes for Anita's broccoli. (D) Bill can trade his tomatoes for Anita's sandwich.\n" + }, + { + "from": "gpt", + "value": "Bill wanted broccoli in his lunch and Anita was hoping for tomatoes. Look at the labeled part of the images.\nBill has tomatoes. Anita has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C." + } + ] + }, + { + "id": "3660", + "image": "3660\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) blue (B) sticky (C) fuzzy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. The kiwi and the stuffed dice are not blue.\nA fuzzy object is covered in soft hair. All three objects are fuzzy.\nA sticky object can attach or stick to other things. The socks and the stuffed dice are not sticky.\nThe property that all three objects have in common is fuzzy. The answer is C." + } + ] + }, + { + "id": "3669", + "image": "3669\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Carter's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nCarter put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Carter checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails take fewer days to rust in water compared to vinegar? (B) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "3679", + "image": "3679\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Nampa (B) Denver (C) Dover (D) Phoenix\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is B." + } + ] + }, + { + "id": "3681", + "image": "3681\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 1. (B) The magnetic force is stronger in Pair 2. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "3682", + "conversations": [ + { + "from": "human", + "value": "Select the one true statement.\nContext: N/A\nOptions: (A) Vacuoles store nutrients, water, and waste in plant cells. (B) The cell membrane of an animal cell contains the master plan for cell activities and cell development. (C) The chromosomes of a plant cell use sunlight to make sugar." + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "3683", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Jill investigate with an experiment?\nContext: Jill visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, she decides to design an experiment. She has the following supplies available:\na wooden catapult with a 10-inch-long arm\na wooden catapult with a five-inch-long arm\ntwo identical rubber balls\nOptions: (A) Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm? (B) Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult? (C) Does a heavier ball travel farther than a lighter ball when launched from a catapult?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "3688", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Clarence investigate with an experiment?\nContext: After Clarence cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:\ntwo identical white cloth towels\nwater\na clothesline in the laundry room\na clothesline in the backyard\nOptions: (A) Do cloth towels dry faster if they are hung in the laundry room or in the backyard? (B) When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly? (C) Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "3692", + "image": "3692\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the Venn diagram, which statement is true of Leonardo da Vinci?\nContext: This Venn diagram compares two famous Renaissance artists.\nOptions: (A) He was from Florence. (B) He created David.\n" + }, + { + "from": "gpt", + "value": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. In a Venn diagram, each circle shows information that is true for a particular topic. In any area where circles overlap, the information is true for all of the overlapping topics. This Venn diagram compares two famous Renaissance artists.\nThe detail from Florence appears in the Leonardo da Vinci circle. This tells you that he was from Florence. The answer is A." + } + ] + }, + { + "id": "3701", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a fish bowl?\nContext: Select the better estimate.\nOptions: (A) 3 liters (B) 3 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a fish bowl is 3 liters.\n3 milliliters is too little. The answer is A." + } + ] + }, + { + "id": "3703", + "image": "3703\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution B (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles. The answer is B." + } + ] + }, + { + "id": "3710", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nPhosphorus tribromide is ().\nContext: Phosphorus tribromide is used to make certain types of medicine. The chemical formula for phosphorus tribromide is PBr3.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether phosphorus tribromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for phosphorus tribromide, PBr3, contains two atomic symbols: P for phosphorus and Br for bromine. So, the formula tells you that phosphorus tribromide is composed of two chemical elements bonded together.\nSince phosphorus tribromide is composed of multiple chemical elements bonded together, phosphorus tribromide is a compound. The answer is A." + } + ] + }, + { + "id": "3716", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this fruit fly's genotype for the wing type gene?\nContext: This passage describes the wing type trait in fruit flies:\n\nIn a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele N is for normal wings, and the allele n is for vestigial wings.\nA certain fruit fly from this group has vestigial wings. This fly has two alleles for vestigial wings.\nOptions: (A) vestigial wings (B) nn" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has two alleles for vestigial wings (n). So, the fly's genotype for the wing type gene is nn. The answer is B." + } + ] + }, + { + "id": "3721", + "image": "3721\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Jennifer and Scarlett's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJennifer and Scarlett were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if a new batch of concrete was firm enough to use (B) if the concrete from each batch took the same amount of time to dry\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "3727", + "image": "3727\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of West Virginia?\nContext: N/A\nOptions: (A) Charleston (B) Baton Rouge (C) Portland (D) Huntington\n" + }, + { + "from": "gpt", + "value": "Charleston is the capital of West Virginia. The answer is A." + } + ] + }, + { + "id": "3733", + "image": "3733\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a coffee mug a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a gas (B) a liquid (C) a solid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. A coffee mug is a solid. A solid has a size and shape of its own.\nWhen you pour coffee into a coffee mug, the mug keeps its shape. If you drop a coffee mug, it may break into pieces. But each piece will still have a size and shape of its own. The answer is C." + } + ] + }, + { + "id": "3736", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMr. Wells argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety.\nContext: N/A\nOptions: (A) ad hominem: a personal attack against one's opponent (B) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Wells's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem. The answer is A." + } + ] + }, + { + "id": "3745", + "image": "3745\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which i in column 3?\nContext: N/A\nOptions: (A) the school (B) the park (C) the pond (D) the gas station\n" + }, + { + "from": "gpt", + "value": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The school is in column 3. The answer is A." + } + ] + }, + { + "id": "3750", + "conversations": [ + { + "from": "human", + "value": "Which bowl of oatmeal has a lower temperature?\nContext: Two bowls of oatmeal are identical except for their thermal energies.\nOptions: (A) the bowl of oatmeal with less thermal energy (B) the bowl of oatmeal with more thermal energy" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two bowls of oatmeal are made of the same material and have the same mass. So, the bowl of oatmeal with less thermal energy has a lower temperature. The answer is A." + } + ] + }, + { + "id": "3751", + "image": "3751\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) South America (C) Europe (D) Australia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is C." + } + ] + }, + { + "id": "3752", + "image": "3752\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the painting, which was true about ironclads?\nContext: The Union and Confederacy built many new ships during the Civil War. This is a painting of the first battle between two ironclads, the CSS Virginia and the USS Monitor. Use it to answer the question below.\nOptions: (A) They were powered by oars. (B) They didn't have weapons. (C) They were made of metal. (D) They used sails.\n" + }, + { + "from": "gpt", + "value": "Notice how the two ironclads have smooth, reflective surfaces. Ironclads gained their name because they were made of metal. Iron is a type of metal. Before the Civil War, naval ships were made of wood. Metal ships such as ironclads were stronger than ships made of wood. The answer is C." + } + ] + }, + { + "id": "3758", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Gwen acquired this trait?\nContext: Read the description of a trait.\nGwen has a scar on her right elbow.\nOptions: (A) Gwen's sister has a bruise from falling on her elbow. (B) Gwen's scar is on her right elbow. Her father also has a scar on his right elbow. (C) Gwen's scar was caused by an accident. She cut her arm when she fell off her bicycle." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "3762", + "image": "3762\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Vermont?\nContext: N/A\nOptions: (A) Burlington (B) Montpelier (C) Annapolis (D) Philadelphia\n" + }, + { + "from": "gpt", + "value": "Montpelier is the capital of Vermont. The answer is B." + } + ] + }, + { + "id": "3773", + "image": "3773\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 1. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B." + } + ] + }, + { + "id": "3774", + "conversations": [ + { + "from": "human", + "value": "How long is the Red Sea?\nContext: Select the best estimate.\nOptions: (A) 2,240 meters (B) 2,240 kilometers (C) 2,240 centimeters (D) 2,240 millimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of the Red Sea is 2,240 kilometers.\n2,240 millimeters, 2,240 centimeters, and 2,240 meters are all too short. The answer is B." + } + ] + }, + { + "id": "3775", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Mandy investigate with an experiment?\nContext: Mandy gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:\none basketball\naccess to a brick patio\naccess to a grassy lawn\naccess to a gravel driveway\na meterstick\nOptions: (A) Does the basketball bounce higher on gravel or on grass? (B) Do larger basketballs bounce higher than smaller basketballs on a brick patio? (C) Does the basketball bounce higher on a lawn or on a dirt path?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "3783", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the water balloon's mass did not change.\nThe gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Alec.\nContext: Read the text about an object in motion.\nClara dropped a water balloon off a balcony. The water balloon fell toward her friend Alec, who was standing below the balcony.\nOptions: (A) stayed the same (B) decreased (C) increased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the water balloon and the center of Earth changed.\nAlec was lower than the balcony. As the water balloon fell toward Alec, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Alec. The answer is B." + } + ] + }, + { + "id": "3788", + "image": "3788\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this push?\nContext: A baseball player hits the ball with his bat. His bat pushes the ball into the outfield.\nOptions: (A) away from the baseball bat (B) toward the baseball bat\n" + }, + { + "from": "gpt", + "value": "One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. Hitting a baseball with a bat is a type of push. The baseball player hits the ball away from his bat. The ball flies into the field. The direction of the push is away from the baseball bat. The answer is A." + } + ] + }, + { + "id": "3789", + "conversations": [ + { + "from": "human", + "value": "How long is an adult great white shark?\nContext: Select the best estimate.\nOptions: (A) 5 kilometers (B) 5 meters (C) 5 millimeters (D) 5 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of an adult great white shark is 5 meters.\n5 millimeters and 5 centimeters are too short. 5 kilometers is too long. The answer is B." + } + ] + }, + { + "id": "3797", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word terribly in its traditional sense?\nContext: N/A\nOptions: (A) Candice made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing. (B) Candice decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses terribly in its traditional sense: in a terrible manner.\nCandice decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.\nThe first text uses terribly in its nontraditional sense: extremely; very.\nCandice made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "3810", + "conversations": [ + { + "from": "human", + "value": "In which place would you usually find more farms?\nContext: N/A\nOptions: (A) a suburban area (B) a rural area" + }, + { + "from": "gpt", + "value": "People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.\nAn urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\nA suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.\nA rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.\nSome places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. Farms are almost always in rural areas. They take up a lot of space. Rural areas have a lot of open space. There aren't many buildings or people. The answer is B." + } + ] + }, + { + "id": "3813", + "conversations": [ + { + "from": "human", + "value": "How long is a tennis racket?\nContext: Select the best estimate.\nOptions: (A) 55 millimeters (B) 55 kilometers (C) 55 meters (D) 55 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a tennis racket is 55 centimeters.\n55 millimeters is too short. 55 meters and 55 kilometers are too long. The answer is D." + } + ] + }, + { + "id": "3815", + "image": "3815\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of pink particles?\nContext: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. The answer is C." + } + ] + }, + { + "id": "3823", + "image": "3823\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is B." + } + ] + }, + { + "id": "3840", + "conversations": [ + { + "from": "human", + "value": "Which word is not like the others?\nContext: N/A\nOptions: (A) brother (B) daughter (C) son (D) teacher" + }, + { + "from": "gpt", + "value": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Daughter, brother, and son go together. They are people in a family. Teacher is not a person in a family, so it is not like the other words. The answer is D." + } + ] + }, + { + "id": "3844", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nMrs. Robertson is an owl, working at night and sleeping during the day.\nContext: N/A\nOptions: (A) metaphor (B) simile" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. Mrs. Robertson is an owl, working at night and sleeping during the day.\nThe words Mrs. Robertson and owl are compared without the word like or as. So, the sentence uses a metaphor. The answer is A." + } + ] + }, + { + "id": "3846", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three cars. Which car was moving at the lowest speed?\nContext: N/A\nOptions: (A) a car that moved 250miles east in 5hours (B) a car that moved 65miles south in 5hours (C) a car that moved 300miles north in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.\nNotice that each car moved for 5 hours. The car that moved 65 miles moved the shortest distance in that time. So, that car must have moved at the lowest speed. The answer is B." + } + ] + }, + { + "id": "3848", + "conversations": [ + { + "from": "human", + "value": "Would you find the word blessing on a dictionary page with the following guide words?\nbillow - brown\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince blessing is between the guide words billow - brown, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "3852", + "conversations": [ + { + "from": "human", + "value": "What does the allusion in this text suggest?\nThe swordsman achieved a pyrrhic victory, defeating his opponent while incurring mortal wounds of his own.\nContext: N/A\nOptions: (A) The victory came at a great cost. (B) The victory was quick and efficient." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion pyrrhic victory means that the victory came at a great cost. A pyrrhic victory is a victory that is so costly that it could actually be considered a failure. The answer is A." + } + ] + }, + { + "id": "3860", + "conversations": [ + { + "from": "human", + "value": "Choose the poem that uses anaphora.\nContext: From Kahlil Gibran, \"Defeat\" and from George Marion McClellan, \"A January Dandelion\"\nOptions: (A) You and I shall laugh together with the storm,\nAnd together we shall dig graves for all that die in us,\nAnd we shall stand in the sun with a will,\nAnd we shall be dangerous. (B) All Nashville is a chill. And everywhere\nLike desert sand, when the winds blow,\nThere is each moment sifted through the air,\nA powdered blast of January snow." + }, + { + "from": "gpt", + "value": "Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. This poem uses anaphora. It repeats the same word or words at the beginning of multiple lines or phrases.\nAnd we shall be dangerous. The answer is A." + } + ] + }, + { + "id": "3864", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\nWhile waiting for her search results, Katie exclaimed, \"My Internet connection is as speedy as a snail!\"\nContext: N/A\nOptions: (A) The Internet connection was very slow. (B) Katie was patiently waiting for an Internet connection." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Katie's Internet connection. The answer is A." + } + ] + }, + { + "id": "3866", + "image": "3866\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Carter's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCarter was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Carter needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Carter installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.\nFigure: installing solar panels on a roof.\nOptions: (A) the amount of sunlight the roof would get throughout the year (B) how many solar panels could fit on each side of the roof (C) which side of the roof got more sun over one day\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "3869", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\n\"Erica is such a Pollyanna!\" Jon announced with a sigh.\nContext: N/A\nOptions: (A) British history (B) literature" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Pollyanna is literature.\nThe character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.\nThe allusion Pollyanna means an overly optimistic person. The answer is B." + } + ] + }, + { + "id": "3873", + "image": "3873\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "3875", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nConsider yourself fortunate that you missed the test.\nContext: N/A\nOptions: (A) imperative (B) interrogative (C) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence makes a demand, so it is an imperative sentence. Here, it ends with a period. The answer is A." + } + ] + }, + { + "id": "3877", + "image": "3877\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these oceans does the prime meridian intersect?\nContext: N/A\nOptions: (A) the Atlantic Ocean (B) the Indian Ocean (C) the Pacific Ocean\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects the Atlantic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean. The answer is A." + } + ] + }, + { + "id": "3882", + "image": "3882\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait does this red squirrel have?\nContext: This image shows a Eurasian red squirrel.\nOptions: (A) It has fins. (B) It has fur.\n" + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "3883", + "image": "3883\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Kiara and Fernando trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKiara and Fernando open their lunch boxes in the school cafeteria. Neither Kiara nor Fernando got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nKiara's lunch Fernando's lunch\nOptions: (A) Kiara can trade her tomatoes for Fernando's carrots. (B) Fernando can trade his broccoli for Kiara's oranges. (C) Kiara can trade her tomatoes for Fernando's broccoli. (D) Fernando can trade his almonds for Kiara's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nKiara wants broccoli. Fernando wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C." + } + ] + }, + { + "id": "3885", + "image": "3885\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Dakota?\nContext: N/A\nOptions: (A) Fargo (B) Bismarck (C) Columbus (D) Saint Louis\n" + }, + { + "from": "gpt", + "value": "Bismarck is the capital of North Dakota. The answer is B." + } + ] + }, + { + "id": "3888", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two ships. Which ship was moving at a lower speed?\nContext: N/A\nOptions: (A) a ship that moved 350kilometers in 5hours (B) a ship that moved 245kilometers in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each ship moved and the time it took to move that distance.\nOne ship moved 245 kilometers in 5 hours.\nThe other ship moved 350 kilometers in 5 hours.\nNotice that each ship spent the same amount of time moving. The ship that moved 245 kilometers moved a shorter distance in that time. So, that ship must have moved at a lower speed. The answer is B." + } + ] + }, + { + "id": "3901", + "image": "3901\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) Louisiana (B) North Dakota (C) North Carolina (D) Arizona\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Carolina is farthest east. The answer is C." + } + ] + }, + { + "id": "3903", + "image": "3903\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Asia (C) North America (D) Antarctica\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Antarctica. The answer is D." + } + ] + }, + { + "id": "3913", + "image": "3913\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alaska?\nContext: N/A\nOptions: (A) Helena (B) Juneau (C) Olympia (D) Fairbanks\n" + }, + { + "from": "gpt", + "value": "Juneau is the capital of Alaska. The answer is B." + } + ] + }, + { + "id": "3914", + "image": "3914\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?\nContext: Saddle-billed storks live near wetlands and lakes. They eat mostly fish.\nThe 's neck helps it grab fish while keeping the rest of its body still. If the stork had to move its body, it might scare the fish away.\nFigure: saddle-billed stork.\nOptions: (A) northern pintail (B) black-headed heron\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the saddle-billed stork.\nThe saddle-billed stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the saddle-billed stork to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe black-headed heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe northern pintail has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still. The answer is B." + } + ] + }, + { + "id": "3920", + "image": "3920\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "3921", + "image": "3921\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Maine (B) Massachusetts (C) Michigan (D) Delaware\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Delaware is farthest south. The answer is D." + } + ] + }, + { + "id": "3925", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nJasmine lives in a windy place.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nJasmine lives in a windy place.\nThis passage tells you about the usual amount of wind where Jasmine lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "3934", + "image": "3934\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this experiment, which were part of a control group?\nContext: The passage below describes an experiment.\n\nLuther's young son drew all over the living room wall with crayons! Luther wanted to find a way to remove the crayon markings. Based on what he read online, he decided to see if scrubbing a wall with baking soda could help remove crayon.\nLuther dipped a sponge in water and used it to scrub the crayon on a small section of the wall. He dipped a second sponge in water, sprinkled it with baking soda, and used it to scrub the crayon on another section of the wall. He observed how much crayon was removed from each section. Luther repeated this test two more times on other sections of the wall.\nFigure: scrubbing a crayon drawing off a wall.\nOptions: (A) the sections of wall scrubbed with water and baking soda (B) the sections of wall scrubbed with water only\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Luther investigated whether baking soda can remove crayon from a wall. The sections of wall scrubbed with water only did not get baking soda. So, they were part of a control group. The answer is B." + } + ] + }, + { + "id": "3951", + "image": "3951\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Georgia (B) New Hampshire (C) South Carolina (D) West Virginia\n" + }, + { + "from": "gpt", + "value": "The colony is Georgia. The answer is A." + } + ] + }, + { + "id": "3956", + "conversations": [ + { + "from": "human", + "value": "Read the following excerpt from a student essay. How can the writer best improve his or her academic voice?\nMany people don't recycle because throwing things away is easier, even though doing so can be damaging to the environment. People are lazy and selfish, always wanting what is good for themselves, not necessarily what is good for society. As a result, many people do not take the steps that are required to recycle different materials. For example, some towns require residents to sort items before leaving them at the curbside; this causes some to skip recycling altogether, even though doing so is unethical.\nContext: N/A\nOptions: (A) by avoiding first-person pronouns (B) by including technical terms (C) by maintaining an objective tone" + }, + { + "from": "gpt", + "value": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her academic voice by maintaining an objective tone.\nFor example, the writer could revise the underlined text.\nMany people don't recycle because throwing things away is easier, even though doing so can be damaging to the environment. People are lazy and selfish, always wanting what is good for themselves, not necessarily what is good for society. As a result, many people do not take the steps that are required to recycle different materials. For example, some towns require residents to sort items before leaving them at the curbside; this causes some to skip recycling altogether, even though doing so is unethical. The answer is C." + } + ] + }, + { + "id": "3963", + "conversations": [ + { + "from": "human", + "value": "Read the following excerpt from a student essay. How can the writer best improve his or her ideas and development?\nWearing a bicycle helmet is the best way to protect yourself against fatal head injuries. Several studies have shown that riders who wore helmets had a reduction in their risk of head and brain injuries. More and better bike lanes in our cities would help protect cyclists from danger. Children especially benefit from wearing helmets, since they experience the majority of bicycling accidents that cause serious head injuries.\nContext: N/A\nOptions: (A) by including more evidence to support the claim (B) by removing a second main idea (C) by clearly stating the main idea" + }, + { + "from": "gpt", + "value": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her ideas and development by removing a second main idea.\nFor example, the writer could remove the underlined text and focus only on the main idea: the importance of wearing bicycle helmets.\nWearing a bicycle helmet is the best way to protect yourself against fatal head injuries. Several studies have shown that riders who wore helmets had a reduction in their risk of head and brain injuries. More and better bike lanes in our cities would help protect cyclists from danger. Children especially benefit from wearing helmets, since they experience the majority of bicycling accidents that cause serious head injuries. The answer is B." + } + ] + }, + { + "id": "3964", + "image": "3964\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Okefenokee Swamp ecosystem?\nContext: Figure: Okefenokee Swamp.\nThe Okefenokee Swamp is a wetland ecosystem in Georgia and Florida.\nOptions: (A) It has land that is covered with water during most of the year. It also has soil that is rich in nutrients. (B) It has soil that is poor in nutrients. It also has only a few types of organisms.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Okefenokee Swamp has land that is covered with water during most of the year. It also has soil that is rich in nutrients. The answer is A." + } + ] + }, + { + "id": "3965", + "image": "3965\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA koala is an example of a mammal.\nOptions: (A) brown tree frog (B) red crowned crane (C) great white shark (D) red kangaroo\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A brown tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA red crowned crane is a bird. It has feathers, two wings, and a beak.\nCranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping. The answer is D." + } + ] + }, + { + "id": "3968", + "image": "3968\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's common name?\nContext: This organism is Haliaeetus pelagicus. It is also called a Steller's sea eagle.\nOptions: (A) Steller's sea eagle (B) Haliaeetus pelagicus\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Haliaeetus pelagicus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nHaliaeetus pelagicus is the organism's scientific name. So, you know that Steller's sea eagle is the common name. The answer is A." + } + ] + }, + { + "id": "3972", + "image": "3972\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Vincent and the Grenadines (B) Saint Lucia (C) Barbados (D) Grenada\n" + }, + { + "from": "gpt", + "value": "This country is Saint Vincent and the Grenadines. The answer is A." + } + ] + }, + { + "id": "3973", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nCutting your fingernails is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Cutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails. The answer is A." + } + ] + }, + { + "id": "3983", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Marvin acquired this trait?\nContext: Read the description of a trait.\nMarvin speaks two languages.\nOptions: (A) Marvin's mother speaks one language. (B) Marvin learned to speak two languages in school." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "3988", + "image": "3988\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) shiny (B) translucent (C) soft\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The sapphire is translucent, but the car bumper and the metal bar are not.\nThe property that all three objects have in common is shiny. The answer is A." + } + ] + }, + { + "id": "3993", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nSidney told her friends that Desmond was a typical Peter Pan type.\nContext: N/A\nOptions: (A) literature (B) a song" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities. The answer is A." + } + ] + }, + { + "id": "3995", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nWhere Desmond lives, winds blowing from the northeast are rare in July.\nContext: N/A\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Desmond lives, winds blowing from the northeast are rare in July.\nThis passage tells you about the usual wind pattern where Desmond lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "4003", + "image": "4003\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this pull?\nContext: There is a magnet on each of these toy train cars. Each magnet attracts the other with a magnetic force. The force from the first train car pulls the second train car along behind it.\nOptions: (A) away from the first train car (B) toward the first train car\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The magnet on the first train car pulls the second train car. The direction of the pull is toward the first train car. The answer is B." + } + ] + }, + { + "id": "4009", + "image": "4009\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which part of the orange tree makes the seeds?\nContext: An adult orange tree can grow seeds.\nOptions: (A) the flowers (B) the fruit\n" + }, + { + "from": "gpt", + "value": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower. The answer is A." + } + ] + }, + { + "id": "4015", + "conversations": [ + { + "from": "human", + "value": "Would you find the word mint on a dictionary page with the following guide words?\nmarriage - modest\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince mint is between the guide words marriage - modest, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "4024", + "conversations": [ + { + "from": "human", + "value": "According to Newton's third law, what other force must be happening?\nContext: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.\nConsider the following force:\nMiranda's hand is pushing on a door.\nOptions: (A) The door is pulling on Miranda's hand. (B) The door is pushing on Miranda's hand." + }, + { + "from": "gpt", + "value": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Miranda's hand is pushing on the door. So, Newton's third law tells you that the door is pushing on Miranda's hand. The answer is B." + } + ] + }, + { + "id": "4025", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Greta acquired this trait?\nContext: Read the description of a trait.\nGreta has a scar on her right elbow.\nOptions: (A) Greta's scar is on her right elbow. Her father also has a scar on his right elbow. (B) Greta's scar was caused by an accident. She cut her arm when she fell off her bicycle. (C) Greta's sister has a bruise from falling on her elbow." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "4028", + "conversations": [ + { + "from": "human", + "value": "Which is a simple sentence?\nContext: N/A\nOptions: (A) In ancient times, mustard was used as a medicine for toothaches and insect stings. (B) If we hike Bright Angel Trail in the Grand Canyon, we won't see Mooney Falls." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the simple sentence. It is a single independent clause.\nIn ancient times, mustard was used as a medicine for toothaches and insect stings. The answer is A." + } + ] + }, + { + "id": "4029", + "conversations": [ + { + "from": "human", + "value": "Would you find the word roam on a dictionary page with the following guide words?\nreality - rudder\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince roam is between the guide words reality - rudder, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "4039", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nFrom the look on her face, Rhianna is carrying an albatross around her neck.\nContext: N/A\nOptions: (A) the Bible (B) a poem" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion an albatross around her neck is a poem.\nIn Samuel Taylor Coleridge's poem \"The Rime of the Ancient Mariner,\" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.\nThe allusion an albatross around her neck means a burden a person must bear. The answer is B." + } + ] + }, + { + "id": "4040", + "image": "4040\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) carbon tetrachloride (B) nitrogen (C) fluoromethanol\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is B." + } + ] + }, + { + "id": "4048", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) ladybug (B) peacock mantis shrimp (C) fire salamander (D) metallic tarantula" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A ladybug is an insect. Like other insects, a ladybug is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA fire salamander is an amphibian. Like other amphibians, a fire salamander is a vertebrate. It has a backbone.\nLike other tarantulas, a metallic tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA peacock mantis shrimp is a crustacean. Like other crustaceans, a peacock mantis shrimp is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C." + } + ] + }, + { + "id": "4050", + "image": "4050\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) South Dakota (B) New Mexico (C) Nevada (D) South Carolina\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. South Dakota is farthest north. The answer is A." + } + ] + }, + { + "id": "4065", + "conversations": [ + { + "from": "human", + "value": "Choose the poem that uses onomatopoeia.\nContext: From Edward Thomas, \"I Never Saw That Land Before\" and from Tu Fu, \"Conscripts Leaving for the Frontier.\" Trans. Charles Budd\nOptions: (A) To the valley and the river small,\nThe cattle, the grass, the bare ash trees,\nThe chickens from the farmsteads, all\nElm-hidden, and the tributaries (B) Chariots rumbling; horses neighing;\nSoldiers shouting martial cries;\nDrums are sounding; trumpets braying;\nSeas of glittering spears arise." + }, + { + "from": "gpt", + "value": "Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. This poem uses onomatopoeia. It uses language that sounds like what it talks about.\nSeas of glittering spears arise. The answer is B." + } + ] + }, + { + "id": "4072", + "image": "4072\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) South America (B) Antarctica (C) Asia (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C." + } + ] + }, + { + "id": "4081", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Morocco is a country on the northwest coast of Africa. (B) Morocco is the most exciting country to visit." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nMorocco is a country on the northwest coast of Africa.\nIt can be proved by checking a map of Africa.\nThe second sentence states an opinion.\nMorocco is the most exciting country to visit.\nMost exciting shows what a person believes, thinks, or feels. Another person might have a different opinion about what is exciting. The answer is A." + } + ] + }, + { + "id": "4084", + "image": "4084\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Marvin and Ken trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMarvin and Ken open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Marvin wanted broccoli in his lunch and Ken was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Marvin can trade his tomatoes for Ken's broccoli. (B) Ken can trade his broccoli for Marvin's oranges. (C) Ken can trade his almonds for Marvin's tomatoes. (D) Marvin can trade his tomatoes for Ken's sandwich.\n" + }, + { + "from": "gpt", + "value": "Marvin wanted broccoli in his lunch and Ken was hoping for tomatoes. Look at the labeled part of the images.\nMarvin has tomatoes. Ken has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A." + } + ] + }, + { + "id": "4088", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\n\"The reporter on the news said we may have to evaporate the island if the storm gets any worse,\" my younger sister explained, unaware of her malapropism.\nContext: N/A\nOptions: (A) U.S. history (B) literature" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion malapropism is literature.\nMrs. Malaprop, a character in Richard Brinsley Sheridan's 1775 play The Rivals, conflates or confuses words that sound alike but have totally different meanings.\nThe allusion malapropism means an amusingly incorrect use of a word. The answer is B." + } + ] + }, + { + "id": "4092", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nI will float on my back in the pool.\nContext: N/A\nOptions: (A) present tense (B) past tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, float. The verb tells you about something that is going to happen. The answer is C." + } + ] + }, + { + "id": "4094", + "image": "4094\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Maggie's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nMaggie planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Maggie added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Maggie counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.\nFigure: tomato seedlings growing in soil.\nOptions: (A) Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer? (B) Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "4095", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nIn the darkness, Brittany strained her eyes.\nContext: N/A\nOptions: (A) past tense (B) present tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened. The answer is A." + } + ] + }, + { + "id": "4096", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Hydrangea bushes can grow colorful flowers. (B) Sea otters eat animals that live in the ocean." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A sea otter is an animal. It eats animals that live in the ocean.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nA hydrangea bush is a plant. It can grow colorful flowers.\nHydrangea bushes can have blue, white, purple, or pink flowers. The answer is B." + } + ] + }, + { + "id": "4098", + "conversations": [ + { + "from": "human", + "value": "What does the simile in this text suggest?\nKendra rubbed coconut oil on her hands, which were like the parched earth during a drought.\nContext: N/A\nOptions: (A) Kendra's hands were hot. (B) Kendra's hands were dry and cracked." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night. The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like the parched earth during a drought suggests that Kendra's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked. The answer is B." + } + ] + }, + { + "id": "4106", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nplus - prospect\nContext: N/A\nOptions: (A) pest (B) pot" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince pot is between the guide words plus - prospect, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "4112", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nseize - spank\nContext: N/A\nOptions: (A) say (B) smooth" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince smooth is between the guide words seize - spank, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "4115", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) The return of jafar (B) The Return of Jafar" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.\nThe correct title is The Return of Jafar. The answer is B." + } + ] + }, + { + "id": "4120", + "image": "4120\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Kitts and Nevis (B) Antigua and Barbuda (C) Saint Vincent and the Grenadines (D) Barbados\n" + }, + { + "from": "gpt", + "value": "This country is Antigua and Barbuda. The answer is B." + } + ] + }, + { + "id": "4122", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nYou've reached Ed Lambert's voice mail. Please leave a detailed message at the beep, and I will return your call at my earliest convenience.\nContext: N/A\nOptions: (A) onomatopoeia (B) verbal irony" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message. The answer is A." + } + ] + }, + { + "id": "4123", + "image": "4123\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Massachusetts?\nContext: N/A\nOptions: (A) Annapolis (B) Boston (C) Baltimore (D) Philadelphia\n" + }, + { + "from": "gpt", + "value": "Boston is the capital of Massachusetts. The answer is B." + } + ] + }, + { + "id": "4124", + "image": "4124\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) North Carolina (B) Rhode Island (C) Delaware (D) Georgia\n" + }, + { + "from": "gpt", + "value": "The colony is Georgia. The answer is D." + } + ] + }, + { + "id": "4126", + "conversations": [ + { + "from": "human", + "value": "Which is the hardest?\nContext: N/A\nOptions: (A) rock (B) clay ball (C) nylon swim shorts" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the rock is the hardest. If you squeeze a rock, it will not change shape. The answer is A." + } + ] + }, + { + "id": "4130", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Hares are often mistaken for rabbits, even though their legs, feet, and ears are usually bigger. (B) Hares are often mistaken for rabbits, even though hares' legs, feet, and ears are usually bigger." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun their could refer to hares' or rabbits'.\nThe first answer choice shows a possible correction for the vague pronoun reference. Their has been replaced with hares'.\nHares are often mistaken for rabbits, even though hares' legs, feet, and ears are usually bigger. The answer is A." + } + ] + }, + { + "id": "4139", + "image": "4139\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) bouncy (B) blue (C) fuzzy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. All three objects are blue.\nA fuzzy object is covered in soft hair. The water slide and the binder are not fuzzy.\nA bouncy object will bounce back from the floor if you drop it. The jeans and the binder are not bouncy.\nThe property that all three objects have in common is blue. The answer is B." + } + ] + }, + { + "id": "4145", + "conversations": [ + { + "from": "human", + "value": "Select the mixture.\nContext: N/A\nOptions: (A) salad (B) sugar" + }, + { + "from": "gpt", + "value": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A." + } + ] + }, + { + "id": "4150", + "image": "4150\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) North America (C) Europe (D) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is B." + } + ] + }, + { + "id": "4153", + "image": "4153\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Austin and Colin trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nAustin and Colin open their lunch boxes in the school cafeteria. Neither Austin nor Colin got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nAustin's lunch Colin's lunch\nOptions: (A) Colin can trade his broccoli for Austin's oranges. (B) Colin can trade his almonds for Austin's tomatoes. (C) Austin can trade his tomatoes for Colin's carrots. (D) Austin can trade his tomatoes for Colin's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nAustin wants broccoli. Colin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "4155", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Aiden, (B) dear Aiden," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aiden is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "4156", + "image": "4156\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month is the hottest on average in Cape Town?\nContext: Use the graph to answer the question below.\nOptions: (A) April, May, and November (B) December, January, February, and March (C) August, September, October, and November\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. To describe the average temperature trends in Cape Town, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in December, January, February, and March are around 20\u00b0C. These months have the highest average temperatures of all of the months. So, they are the hottest months on average. The answer is B." + } + ] + }, + { + "id": "4164", + "image": "4164\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) silane (B) nitrogen (C) ethane\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is B." + } + ] + }, + { + "id": "4165", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more negative connotation?\nContext: N/A\nOptions: (A) whine about something (B) talk about something" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. Whine about something has a more negative connotation. If you whine about something, you talk about it in a complaining way. The answer is A." + } + ] + }, + { + "id": "4167", + "image": "4167\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the great gray owl.\nContext: This organism is a great gray owl. Its scientific name is Strix nebulosa.\nOptions: (A) Strix nebulosa (B) Goura victoria (C) Cyanocitta cristata\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great gray owl's scientific name is Strix nebulosa.\nGoura victoria does not have the same scientific name as a great gray owl. So, Strix nebulosa and Goura victoria are not in the same species.\nCyanocitta cristata does not have the same scientific name as a great gray owl. So, Strix nebulosa and Cyanocitta cristata are not in the same species.\nStrix nebulosa has the same scientific name as a great gray owl. So, these organisms are in the same species. The answer is A." + } + ] + }, + { + "id": "4168", + "image": "4168\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Ivan's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nIvan used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Ivan recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Ivan compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.\nOptions: (A) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap? (B) Can pennies hold more drops of pure water or water mixed with hand soap?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "4176", + "image": "4176\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) sticky (B) opaque (C) blue\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. The caramel corn is opaque, but the tape is not.\nA sticky object can attach or stick to other things. All three objects are sticky.\nBlue is a color.\nThis color is blue. The cake batter and the caramel corn are not blue.\nThe property that all three objects have in common is sticky. The answer is A." + } + ] + }, + { + "id": "4177", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nChristina told her friends that Devin was a typical Peter Pan type.\nContext: N/A\nOptions: (A) literature (B) a song" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities. The answer is A." + } + ] + }, + { + "id": "4187", + "image": "4187\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the peregrine falcon.\nContext: This organism is a peregrine falcon. Its scientific name is Falco peregrinus.\nOptions: (A) Phoebastria nigripes (B) Ardea alba (C) Falco peregrinus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A peregrine falcon's scientific name is Falco peregrinus.\nPhoebastria nigripes does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Phoebastria nigripes are not in the same species.\nFalco peregrinus has the same scientific name as a peregrine falcon. So, these organisms are in the same species.\nArdea alba does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Ardea alba are not in the same species. The answer is C." + } + ] + }, + { + "id": "4193", + "conversations": [ + { + "from": "human", + "value": "Which is bumpier?\nContext: N/A\nOptions: (A) cardboard (B) asphalt road" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the asphalt road is bumpier. If you touch an asphalt road, it will feel lumpy and bumpy. The answer is B." + } + ] + }, + { + "id": "4199", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Roger investigate with an experiment?\nContext: Roger went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, Roger was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:\nthe hair on his own head\na cotton blanket\na wooden door\nfive rubber balloons\nOptions: (A) Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair? (B) Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair? (C) Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "4202", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nscurry - shelter\nContext: N/A\nOptions: (A) spool (B) see" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince see is between the guide words scurry - shelter, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "4203", + "image": "4203\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food web, which organism contains matter that eventually moves to the earthworm?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) mushroom (B) barren-ground caribou (C) lichen (D) grizzly bear (E) parasitic jaeger\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nNo arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.\nThe only arrow pointing from the lichen leads to the barren-ground caribou. There are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the lichen to the earthworm.\nThere are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.\nThe only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.There is one path matter can take from the parasitic jaeger to the earthworm: parasitic jaeger->rough-legged hawk->earthworm. The answer is E." + } + ] + }, + { + "id": "4205", + "image": "4205\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "4210", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 5-kilogram block of iron at a temperature of 75\u00b0C (B) a 5-kilogram block of iron at a temperature of 70\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two blocks of iron have the same mass but different temperatures. Since the 75\u00b0C block is hotter than the 70\u00b0C block, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "4211", + "conversations": [ + { + "from": "human", + "value": "Which holiday greeting is more formal?\nContext: N/A\nOptions: (A) Happy 4th from the crew at Natalie's. (B) Best wishes for an enjoyable Independence Day from the entire staff at Natalie's Cafe." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second holiday greeting is more formal. It uses more elevated language (Independence Day, the entire staff). The other holiday greeting uses casual language (happy 4 th, the crew) that is more familiar in tone. The answer is B." + } + ] + }, + { + "id": "4214", + "image": "4214\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: s have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.\nFigure: Spanish shawl nudibranch.\nOptions: (A) crown-of-thorns sea star (B) peppered moth\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Spanish shawl nudibranch.\nThe Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the Spanish shawl nudibranch is toxic and dangerous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe crown-of-thorns sea star has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.\nThe peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators. The answer is A." + } + ] + }, + { + "id": "4216", + "image": "4216\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted for climbing trees?\nContext: Crested black macaques live in the rain forests of Indonesia. They climb trees to find food and shelter. The macaque's hands and feet are adapted for climbing trees.\nFigure: crested black macaque.\nOptions: (A) chital (B) lar gibbon\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the crested black macaque.\nThe crested black macaque has long fingers and toes. It is adapted for climbing trees. The crested black macaque uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long fingers and toes. It is adapted for climbing trees.\nThe chital has four hoofed feet. It is not adapted for climbing trees. The chital uses its feet to walk and run. The answer is B." + } + ] + }, + { + "id": "4217", + "image": "4217\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) sample A (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "4231", + "image": "4231\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Iowa (B) New Hampshire (C) Vermont (D) New York\n" + }, + { + "from": "gpt", + "value": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is B." + } + ] + }, + { + "id": "4240", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Zachary investigate with an experiment?\nContext: Zachary starts to make a sandwich, but he sees mold on the bread! He wonders what factors affect how mold grows on bread. So, he decides to design an experiment. He has the following supplies available:\ntwo loaves of white sandwich bread\na small plastic bag\na large plastic bag\na refrigerator\nOptions: (A) Does white or whole wheat sandwich bread grow visible mold in fewer days? (B) Does white sandwich bread grow visible mold in fewer days if the bread is stored in a paper bag or in a plastic bag? (C) Does white sandwich bread grow visible mold in fewer days if the bread is stored inside or outside the refrigerator?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "4244", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAfter Cara cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family.\nContext: N/A\nOptions: (A) allusion (B) simile" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nJulia Child alludes to the famous chef who is known for popularizing French cuisine in the United States. The answer is A." + } + ] + }, + { + "id": "4246", + "image": "4246\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month is the wettest on average in Christchurch?\nContext: Use the graph to answer the question below.\nOptions: (A) December (B) May (C) April\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Dec\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average. The answer is B." + } + ] + }, + { + "id": "4248", + "image": "4248\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nEarth is the largest planet that is made mainly of rock.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth is the largest. So, Earth is the largest planet that is made mainly of rock. The answer is A." + } + ] + }, + { + "id": "4250", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nBy the time Anita had finished explaining to Mr. Dodson what had happened, her friends were laughingly referring to her as Scheherazade.\nContext: N/A\nOptions: (A) ancient legend (B) Greek history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Scheherazade is ancient legend.\nThe Arabian Nights presents the ancient legend of how Scheherazade successfully postpones her imminent death by mesmerizing her captor with a thousand and one fascinating tales.\nThe allusion Scheherazade means a person who uses his or her arts to distract someone and avoid consequences. The answer is A." + } + ] + }, + { + "id": "4258", + "conversations": [ + { + "from": "human", + "value": "How long is a long-distance running race?\nContext: Select the best estimate.\nOptions: (A) 15 inches (B) 15 miles (C) 15 feet (D) 15 yards" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a long-distance running race is 15 miles.\n15 inches, 15 feet, and 15 yards are all too short. The answer is B." + } + ] + }, + { + "id": "4260", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Ryan acquired this trait?\nContext: Read the description of a trait.\nRyan is good at identifying insects.\nOptions: (A) Ryan likes to look at butterflies and beetles. (B) Ryan learned to identify insects by reading many books about insects." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "4263", + "image": "4263\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is A." + } + ] + }, + { + "id": "4271", + "image": "4271\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Jonah and Cassie trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJonah and Cassie open their lunch boxes in the school cafeteria. Neither Jonah nor Cassie got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJonah's lunch Cassie's lunch\nOptions: (A) Cassie can trade her broccoli for Jonah's oranges. (B) Jonah can trade his tomatoes for Cassie's carrots. (C) Cassie can trade her almonds for Jonah's tomatoes. (D) Jonah can trade his tomatoes for Cassie's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nJonah wants broccoli. Cassie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "4274", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nColin will make cookies with his friends.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "4281", + "image": "4281\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which term matches the picture?\nContext: Read the text.\nBiologists can look at how related two animals are by comparing their body parts, or structures. Analogous structures are parts with the same purpose but with different structures, like a fin and a flipper. Different species may develop analogous structures when they live in similar environments even if they aren't closely related.\nHomologous structures, however, may show that species are related by indicating they have common ancestors. A whale is a mammal, which makes it more closely related to a bear than to a fish, and a whale's flipper has bones like those in a bear's paw. Though they are different shapes and sizes, the arrangement of bones is similar.\nOptions: (A) analogous structures (B) homologous structure\n" + }, + { + "from": "gpt", + "value": "Homologous structures have the same basic parts and suggest different species shared a common ancestor. A person's arm and a frog's arm are both made of a similar set of bones, even though the bones within a frog's arm are differently sized and shaped than those in a human's. The answer is B." + } + ] + }, + { + "id": "4282", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na penny tarnishing\nan old sandwich rotting in a trashcan\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by heating. (C) Both are caused by cooling. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nA sandwich rotting is a chemical change. The matter in the sandwich breaks down and slowly turns into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "4285", + "conversations": [ + { + "from": "human", + "value": "Which is softer?\nContext: N/A\nOptions: (A) cotton towel (B) wood ruler" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Soft is a property. A soft material changes shape when pressed or squeezed.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the cotton towel is softer. If you squeeze cotton fabric, it will change shape. The answer is A." + } + ] + }, + { + "id": "4287", + "image": "4287\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Dakota?\nContext: N/A\nOptions: (A) Laramie (B) Bismarck (C) Pierre (D) Sioux Falls\n" + }, + { + "from": "gpt", + "value": "Pierre is the capital of South Dakota. The answer is C." + } + ] + }, + { + "id": "4288", + "image": "4288\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk. A sea otter is an example of a mammal.\nOptions: (A) Japanese tree frog (B) human\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\nA Japanese tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches. The answer is B." + } + ] + }, + { + "id": "4291", + "image": "4291\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Tennessee?\nContext: N/A\nOptions: (A) Memphis (B) Harrisburg (C) Nashville (D) Montgomery\n" + }, + { + "from": "gpt", + "value": "Nashville is the capital of Tennessee. The answer is C." + } + ] + }, + { + "id": "4293", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nDo you know Dalton from soccer camp, or do you have another connection with him?\nContext: N/A\nOptions: (A) imperative (B) interrogative (C) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B." + } + ] + }, + { + "id": "4301", + "image": "4301\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Santa Fe (B) Boise (C) Topeka (D) Madison\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is B." + } + ] + }, + { + "id": "4306", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a passenger airplane?\nContext: Select the best estimate.\nOptions: (A) 47 tons (B) 47 ounces (C) 47 pounds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a passenger airplane is 47 tons.\n47 ounces and 47 pounds are both too light. The answer is A." + } + ] + }, + { + "id": "4310", + "image": "4310\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which rhetorical appeal is primarily used in this ad?\nContext: N/A\nOptions: (A) logos (reason) (B) ethos (character) (C) pathos (emotion)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion, by evoking a fear of social exclusion. The answer is C." + } + ] + }, + { + "id": "4311", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nIt is snowing in Sam's town today.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt is snowing in Sam's town today.\nThis passage tells you about the precipitation today in Sam's town. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "4313", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nTracy went down the slide face-first, like a penguin.\nContext: N/A\nOptions: (A) metaphor (B) simile" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. Tracy went down the slide face-first, like a penguin.\nThe words Tracy and penguin are compared using the word like. So, the sentence uses a simile. The answer is B." + } + ] + }, + { + "id": "4315", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) We live on a peninsula, water is on three sides of it. (B) The curious girl looked into the damp cellar." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The curious girl looked into the damp cellar is a complete sentence. The subject is the curious girl, and the verb is looked. The answer is B." + } + ] + }, + { + "id": "4317", + "image": "4317\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the map, which of the following areas did the Mongol Empire control?\nContext: The Mongol Empire controlled most of Asia and some parts of Eastern Europe from around 1210 to 1375. Look at the map of the Mongol Empire. Then answer the question below.\nOptions: (A) East Asia (B) Southeast Asia (C) South Asia\n" + }, + { + "from": "gpt", + "value": "Look back at the map. The labels on the map show the name of each region. The shaded area shows the territory controlled by the Mongol Empire.\nThe map shows that the Mongol Empire controlled many parts of East Asia, Central Asia, Siberia, and the Middle East.\nThe Mongol Empire did not control Southeast Asia or South Asia. The answer is A." + } + ] + }, + { + "id": "4319", + "conversations": [ + { + "from": "human", + "value": "How long does it take to blow your nose?\nContext: Select the better estimate.\nOptions: (A) 5 minutes (B) 5 seconds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to blow your nose is 5 seconds.\n5 minutes is too slow. The answer is B." + } + ] + }, + { + "id": "4333", + "conversations": [ + { + "from": "human", + "value": "Select the liquid.\nContext: N/A\nOptions: (A) water from a faucet (B) stone statue (C) book (D) arrowhead" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. An arrowhead is a solid. A solid has a size and shape of its own. An arrowhead is made of rock.\nThe water from a faucet is a liquid. A liquid takes the shape of any container it is in. If you put water from a faucet into a container, the water will take the shape of that container. But the water will still take up the same amount of space.\nA book is a solid. When you read a book, you bend the spine and turn the pages. But the book still has a shape of its own.\nA stone statue is a solid. A solid has a size and shape of its own. Stone statues are made of one or more pieces of rock. Each piece of rock has a size and shape of its own. The answer is A." + } + ] + }, + { + "id": "4339", + "image": "4339\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is shampoo a mineral?\nContext: Shampoo has the following properties:\nnot a pure substance\nno fixed crystal structure\nhuman-made\nliquid\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Shampoo does not have all the properties of a mineral. So, shampoo is not a mineral. The answer is B." + } + ] + }, + { + "id": "4340", + "image": "4340\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) flexible (B) yellow (C) fuzzy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nYellow is a color.\nThis color is yellow. The rubber duck is yellow, but the trampoline and the metal paper clip are not.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nThe property that all three objects have in common is flexible. The answer is A." + } + ] + }, + { + "id": "4344", + "image": "4344\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Okavango Delta ecosystem?\nContext: Figure: Okavango Delta.\nThe Okavango Delta is a wetland ecosystem in Botswana, a country in southern Africa.\nOptions: (A) It has soil that is rich in nutrients. It also has other water ecosystems nearby. (B) It has soil that is poor in nutrients. It also has other water ecosystems nearby.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Okavango Delta has soil that is rich in nutrients. It also has other water ecosystems nearby. The answer is A." + } + ] + }, + { + "id": "4347", + "image": "4347\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this experiment, which were part of a control group?\nContext: The passage below describes an experiment.\n\nJessica was using steel to make rusted sculptures. After building each sculpture, she caused it to rust by placing it in salt water for eight hours. Jessica wondered if steel would rust faster if she added vinegar to the salt water.\nJessica cut ten squares of steel sheet metal. She put five of the squares into a tub filled with salt water. She put the other five squares into a tub filled with salt water mixed with vinegar. Once an hour for eight hours, Jessica counted how many steel squares in each group had rust on them.\nFigure: a sculpture made from rusted steel.\nOptions: (A) the steel squares soaked in salt water (B) the steel squares soaked in salt water and vinegar\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Jessica investigated whether adding vinegar to salt water affects how quickly steel squares rust. The steel squares soaked in salt water did not get vinegar. So, they were part of a control group. The answer is A." + } + ] + }, + { + "id": "4351", + "image": "4351\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles. The answer is B." + } + ] + }, + { + "id": "4355", + "image": "4355\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted to get insects out of burrows?\nContext: Long-beaked echidnas eat animals such as insects. These insects often live in holes called burrows. The echidna's mouth is adapted to get insects out of burrows.\nFigure: long-beaked echidna.\nOptions: (A) aardvark (B) brown hyena\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the long-beaked echidna.\nA tube-shaped snout helps the long-beaked echidna reach into a burrow. A long, sticky tongue helps it catch the insects.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe aardvark has a tube-shaped mouth and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.\nThe brown hyena has a wide snout. Its mouth is not adapted to get insects out of burrows. The brown hyena uses its mouth to tear through meat. The answer is A." + } + ] + }, + { + "id": "4357", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Ringo's phenotype for the fur color trait?\nContext: In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele for dark fur (F) is dominant over the allele for light fur (f).\nRingo is a rock pocket mouse from this group. Ringo has the heterozygous genotype Ff for the fur color gene.\nOptions: (A) light fur (B) dark fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Ringo's phenotype for the fur color trait. First, consider the alleles in Ringo's genotype for the fur color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for dark fur (F) is dominant over the allele for light fur (f). This means F is a dominant allele, and f is a recessive allele.\nRingo's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Ringo's phenotype for the fur color trait must be dark fur. The answer is B." + } + ] + }, + { + "id": "4361", + "image": "4361\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) South America (C) Africa (D) North America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is South America. The answer is B." + } + ] + }, + { + "id": "4366", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nThe passengers will give Warren their tickets.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, give. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "4376", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a short story?\nContext: N/A\nOptions: (A) \"Words for Living By\" (B) Words for Living By" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A short story should be in quotation marks.\nThe correct title is \"Words for Living By.\" The answer is A." + } + ] + }, + { + "id": "4385", + "image": "4385\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the phytoplankton?\nContext: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) orca (B) sea cucumber (C) sea urchin\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the phytoplankton.There are two paths matter can take from the phytoplankton to the sea cucumber: phytoplankton->plainfin midshipman->sea cucumber. phytoplankton->zooplankton->plainfin midshipman->sea cucumber. There is one path matter can take from the phytoplankton to the black rockfish: phytoplankton->zooplankton->black rockfish. orca. The only arrow pointing to the orca starts from the sea otter. The only arrow pointing to the sea otter starts from the sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the orca.. sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the sea urchin.. The answer is B." + } + ] + }, + { + "id": "4386", + "conversations": [ + { + "from": "human", + "value": "Select the action that doesn't belong.\nContext: N/A\nOptions: (A) chew (B) chuckle (C) snicker (D) giggle" + }, + { + "from": "gpt", + "value": "Chew doesn't belong.\nSnicker, giggle, and chuckle all name ways to laugh. The answer is A." + } + ] + }, + { + "id": "4394", + "image": "4394\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) translucent (B) colorful\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA colorful object has one or more bright colors. The wet ice cube is not colorful.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The wet ice cube is translucent. The answer is A." + } + ] + }, + { + "id": "4420", + "conversations": [ + { + "from": "human", + "value": "Select the mammal.\nContext: N/A\nOptions: (A) ostrich (B) fire salamander (C) elephant seal (D) parrotfish" + }, + { + "from": "gpt", + "value": "Mammals have hair or fur and feed their young milk. A parrotfish is a fish. It lives underwater. It has fins, not limbs.\nParrotfish have fins and live underwater near coral reefs. They get their name from their bird-like beak!\nAn elephant seal is a mammal. It has hair and feeds its young milk.\nSeals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.\nA fire salamander is an amphibian. It has moist skin and begins its life in water.\nFire salamanders can release poison from their skin. This poison helps protect them from predators.\nAn ostrich is a bird. It has feathers, two wings, and a beak.\nThe ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast. The answer is C." + } + ] + }, + { + "id": "4428", + "conversations": [ + { + "from": "human", + "value": "Which of the following statements is true?\nContext: The Executive Branch of government is described in Article II of the United States Constitution. Read Section 1 of Article II. Then answer the question.\nThe executive power shall be vested in a president of the United States of America. He shall hold his office during the term of four years, and, together with the vice president, chosen for the same term, be elected.\nexecutive: related to the carrying out of laws\nvested in: given to\nOptions: (A) The president of the United States serves a term of four years. (B) The president of the United States makes all laws." + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "4436", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMrs. Harmon, you point out that childhood obesity rates have skyrocketed, but are you aware that rainforests provide critical habitats for some of the world's rarest plants and animals?\nContext: N/A\nOptions: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) red herring: the use of a completely unrelated topic or idea" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that obesity rates and rainforests are somehow interconnected. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring. The answer is B." + } + ] + }, + { + "id": "4443", + "image": "4443\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Lincoln (B) Honolulu (C) Hilo (D) Juneau\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is B." + } + ] + }, + { + "id": "4444", + "image": "4444\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is stronger in Pair 1. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "4446", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nGrayson's recent behavior made his parents begin to see his friend Hanson as some sort of Svengali.\nContext: N/A\nOptions: (A) a poem (B) literature" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Svengali is literature.\nIn George du Maurier's novel Trilby, Svengali is a hypnotist who exerts such power over the central character that she is suddenly able to sing, which she was unable to do before.\nThe allusion Svengali means a person with an unduly strong influence over someone else. The answer is B." + } + ] + }, + { + "id": "4458", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\n\"Thank you for your work over the years,\" Mrs. Kramer said to her gardener. \"As of next week, however, your services will no longer be required.\"\nContext: N/A\nOptions: (A) The gardener is retiring. (B) The gardener is being fired." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism your services will no longer be required means that the gardener is being fired. The answer is B." + } + ] + }, + { + "id": "4459", + "image": "4459\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) New Zealand (C) the Federated States of Micronesia (D) Papua New Guinea\n" + }, + { + "from": "gpt", + "value": "This country is Papua New Guinea.\nWhy does Papua New Guinea share its island with another country?\nPapua New Guinea takes up the eastern half of the island of New Guinea. The western half is part of Indonesia, an Asian country.\nBeginning in the 17 th century, several countries took control of different parts of the island of New Guinea. By 1922, Australia controlled the entire eastern half of the island, and the Netherlands controlled the western half. In 1963, control over the western half was transferred to Indonesia, which had just gained independence from the Netherlands. Many people in western New Guinea did not want to become part of Indonesia, though, and some people in this area are still fighting to leave Indonesia today. The eastern part gained independence from Australia in 1975 and became Papua New Guinea. The answer is D." + } + ] + }, + { + "id": "4465", + "conversations": [ + { + "from": "human", + "value": "Select the invertebrate.\nContext: Hint: Insects, spiders, and worms are invertebrates.\nOptions: (A) luna moth (B) carp (C) toucan (D) koala" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A carp is a fish. Like other fish, a carp is a vertebrate. It has a backbone.\nA koala is a mammal. Like other mammals, a koala is a vertebrate. It has a backbone.\nA luna moth is an insect. Like other insects, a luna moth is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA toucan is a bird. Like other birds, a toucan is a vertebrate. It has a backbone. The answer is A." + } + ] + }, + { + "id": "4474", + "image": "4474\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Colorado (B) Arkansas (C) Idaho (D) South Carolina\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north. The answer is C." + } + ] + }, + { + "id": "4482", + "image": "4482\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample A (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "4483", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nSince 1923, the United States Flag Code has provided advisory rules for displaying and handling the U.S. flag.\nContext: N/A\nOptions: (A) complex (B) simple (C) compound (D) compound-complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nSince 1923, the United States Flag Code has provided advisory rules for displaying and handling the U.S. flag. The answer is B." + } + ] + }, + { + "id": "4485", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two runners. Which runner was moving at a higher speed?\nContext: N/A\nOptions: (A) a runner who moved 100kilometers in 10hours (B) a runner who moved 140kilometers in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each runner moved and the time it took to move that distance.\nOne runner moved 140 kilometers in 10 hours.\nThe other runner moved 100 kilometers in 10 hours.\nNotice that each runner spent the same amount of time moving. The runner who moved 140 kilometers moved a farther distance in that time. So, that runner must have moved at a higher speed. The answer is B." + } + ] + }, + { + "id": "4497", + "conversations": [ + { + "from": "human", + "value": "Is there a surplus or a shortage of picture frames?\nContext: The art supply store has 25 picture frames for sale. The frames cost $20 each. At that price, 18 people want to buy one.\nOptions: (A) surplus (B) shortage" + }, + { + "from": "gpt", + "value": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are too many picture frames for sale. There are 25 frames for sale, but only 18 people want to buy one.\nSo, there is a surplus of picture frames. The art supply store will not get any money for the leftover picture frames. The answer is A." + } + ] + }, + { + "id": "4500", + "image": "4500\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is B." + } + ] + }, + { + "id": "4502", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nHydrogen peroxide is ().\nContext: Hydrogen peroxide can be used to kill bacteria on medical tools. The chemical formula for hydrogen peroxide is H2O2.\nOptions: (A) an elementary substance (B) a compound" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether hydrogen peroxide is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for hydrogen peroxide is H2 O2. This formula contains two symbols: H for hydrogen and O for oxygen. So, the formula tells you that hydrogen peroxide is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound. The answer is B." + } + ] + }, + { + "id": "4505", + "image": "4505\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Michigan?\nContext: N/A\nOptions: (A) Pierre (B) Charleston (C) Grand Rapids (D) Lansing\n" + }, + { + "from": "gpt", + "value": "Lansing is the capital of Michigan. The answer is D." + } + ] + }, + { + "id": "4507", + "conversations": [ + { + "from": "human", + "value": "Complete the sentences.\nThe Fifth Amendment talks about the rights of people who are accused of crimes. For example, anyone accused of a crime has the right to remain silent. The amendment also says that no person can be put on trial for ().\nContext: N/A\nOptions: (A) a crime he or she did not commit (B) breaking a law he or she didn't know about (C) the same crime more than once" + }, + { + "from": "gpt", + "value": "The Fifth Amendment says that anyone accused of a crime has the right to remain silent. The amendment also says that no person can be put on trial for the same crime more than once. Putting a person on trial for the same crime twice is called double jeopardy. To be in jeopardy is to be in danger of losing something, such as life or freedom. In the United States, no one can ever be put in double jeopardy. Part of the text of the Fifth Amendment is below. It never uses the phrase \"double jeopardy.\" Where do you think the phrase comes from? Nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself. The answer is C." + } + ] + }, + { + "id": "4512", + "image": "4512\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Serengeti National Park ecosystem?\nContext: Figure: Serengeti National Park.\nSerengeti National Park is a savanna grassland ecosystem in Tanzania, a country in eastern Africa.\nOptions: (A) It has a rainy season and a dry season. It also has long, cold winters. (B) It has warm summers and warm winters. It also has soil that is poor in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, Serengeti National Park has warm summers and warm winters. It also has soil that is poor in nutrients. The answer is B." + } + ] + }, + { + "id": "4519", + "image": "4519\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Virginia (B) New York (C) Delaware (D) Vermont\n" + }, + { + "from": "gpt", + "value": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is B." + } + ] + }, + { + "id": "4520", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three ducks. Which duck was moving at the highest speed?\nContext: N/A\nOptions: (A) a duck that moved 175miles west in 5hours (B) a duck that moved 220miles east in 5hours (C) a duck that moved 260miles north in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.\nNotice that each duck moved for 5 hours. The duck that moved 260 miles moved the farthest distance in that time. So, that duck must have moved at the highest speed. The answer is C." + } + ] + }, + { + "id": "4529", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Martin investigate with an experiment?\nContext: Martin and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:\nthree different types of tomato seeds\none bag of potting soil\nfive identical clay pots\nwater\nOptions: (A) Which type of soil will cause a certain kind of tomato plant to grow the most fruit? (B) Which of the three types of tomato seeds sprouts the fastest? (C) Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "4532", + "image": "4532\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "4537", + "image": "4537\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New York (B) Connecticut (C) New Hampshire (D) Massachusetts\n" + }, + { + "from": "gpt", + "value": "The colony is Connecticut. The answer is B." + } + ] + }, + { + "id": "4548", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this rose plant's phenotype for the thorns trait?\nContext: In a group of rose plants, some individuals have thorns and others do not. In this group, the gene for the thorns trait has two alleles. The allele R is for having thorns, and the allele r is for not having thorns.\nA certain rose plant from this group does not have thorns. This plant has two alleles for not having thorns.\nOptions: (A) rr (B) not having thorns" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The rose plant's observable version of the thorns trait is not having thorns. So, the plant's phenotype for the thorns trait is not having thorns. The answer is B." + } + ] + }, + { + "id": "4553", + "image": "4553\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's limbs are also adapted for climbing trees?\nContext: Chimpanzees live in the forests of Central Africa. Their limbs are adapted for climbing trees.\nFigure: chimpanzee.\nOptions: (A) okapi (B) Sumatran orangutan\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Sumatran orangutan has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe okapi has long, thin limbs. Its limbs are not adapted for climbing trees. The okapi uses its limbs for walking and running. The answer is B." + } + ] + }, + { + "id": "4554", + "image": "4554\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged among dead leaves?\nContext: Dead leaf mantises are found in forests. The mantis is adapted to be camouflaged among dead leaves.\nFigure: dead leaf mantis.\nOptions: (A) plated leaf chameleon (B) Arctic wolf\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the dead leaf mantis.\nThe dead leaf mantis has a reddish-brown body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe plated leaf chameleon has reddish-brown scales coverings its body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.\nThis Arctic wolf has white fur covering its body. It is not adapted to be camouflaged among dead leaves. The answer is A." + } + ] + }, + { + "id": "4559", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Dandelions can grow small yellow flowers. (B) Walnut trees have many green leaves. (C) Lavender bushes have many purple flowers. (D) Orcas swim in the ocean." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. An orca is an animal. It swims in the ocean.\nOrcas are also called killer whales. They hunt fish and other animals that live in the ocean.\nA walnut tree is a plant. It has many green leaves.\nPeople pick and eat walnuts from walnut trees. Walnuts are the tree's seeds!\nA dandelion is a plant. It can grow small yellow flowers.\nDandelion seeds can be blown long distances by the wind.\nA lavender bush is a plant. It has many purple flowers.\nLavender has a sweet smell. Some people use the oil from lavender bushes for perfume. The answer is D." + } + ] + }, + { + "id": "4562", + "image": "4562\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Connecticut?\nContext: N/A\nOptions: (A) Spokane (B) Bridgeport (C) New Haven (D) Hartford\n" + }, + { + "from": "gpt", + "value": "Hartford is the capital of Connecticut. The answer is D." + } + ] + }, + { + "id": "4568", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nBrenna is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\nContext: N/A\nOptions: (A) compound (B) complex (C) compound-complex (D) simple" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nBrenna is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is C." + } + ] + }, + { + "id": "4575", + "image": "4575\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Janelle's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJanelle planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Janelle watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.\nOptions: (A) Do radish plants grown under bright light have more leaves than radish plants grown under dim light? (B) Do radishes grown under bright light get bigger than radishes grown under dim light?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "4578", + "image": "4578\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Antarctica (B) Africa (C) South America (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C." + } + ] + }, + { + "id": "4583", + "image": "4583\\image.png", + "conversations": [ + { + "from": "human", + "value": "How does thick fur help animals in wintertime?\nContext: Read the passage about winter coats.\nPeople put on winter coats when it's cold outside, and some animals have winter coats, too! They grow extra-thick coats of fur to keep warm in winter. The thick fur traps their body heat and keeps it close to their skin. Many wild animals grow winter coats. But so do some cats and dogs.\nSome animals, like arctic foxes, also change coat colors in winter. They shed their brown fur and grow thick white coats. Their white coats help them hide from other animals in the snow.\nOptions: (A) It keeps them warm by trapping their body heat. (B) It makes them look older.\n" + }, + { + "from": "gpt", + "value": "Look at the passage. It tells you how thick fur helps animals in wintertime.\nPeople put on winter coats when it's cold outside, and some animals have winter coats, too! They grow extra-thick coats of fur to keep warm in winter. The thick fur traps their body heat and keeps it close to their skin. Many wild animals grow winter coats. But so do some cats and dogs. The answer is A." + } + ] + }, + { + "id": "4594", + "image": "4594\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the axolotl.\nContext: This organism is an axolotl. Its scientific name is Ambystoma mexicanum.\nOptions: (A) Python reticulatus (B) Tigrisoma mexicanum (C) Ambystoma opacum\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An axolotl's scientific name is Ambystoma mexicanum. The first word of its scientific name is Ambystoma.\nPython reticulatus is in the genus Python. The first word of its scientific name is Python. So, Python reticulatus and Ambystoma mexicanum are not in the same genus.\nAmbystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Ambystoma mexicanum are in the same genus.\nTigrisoma mexicanum and Ambystoma mexicanum are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tigrisoma mexicanum and Ambystoma mexicanum have the same species name within their genus, mexicanum. But the first words of their scientific names are different. Tigrisoma mexicanum is in the genus Tigrisoma, and Ambystoma mexicanum is in the genus Ambystoma. The answer is C." + } + ] + }, + { + "id": "4603", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nmixing chocolate syrup into milk\nstapling an envelope shut\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are caused by heating. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMixing chocolate syrup into milk is a physical change. The chocolate syrup and milk make a mixture. Making a mixture does not form a different type of matter.\nStapling an envelope shut is a physical change. The envelope and the staple get new shapes. Both are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "4604", + "image": "4604\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is older? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) crocodile egg (B) palm leaf\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe palm leaf fossil is in a deeper layer in the rock sequence than the crocodile egg fossil. So, the palm leaf fossil is most likely older than the crocodile egg fossil. The answer is B." + } + ] + }, + { + "id": "4622", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nSarah has a scar on her right ankle.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is B." + } + ] + }, + { + "id": "4623", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) scarecrow (B) rain (C) ice cube (D) rabbit" + }, + { + "from": "gpt", + "value": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A scarecrow is not a living thing.\nA scarecrow does not have all the traits of a living thing. It is shaped like a person, but it does not grow. It does not need food or water.\nRain is not a living thing.\nRain is made of water. It helps living things survive. But it does not have all the traits of a living thing. Rain does not grow or need food.\nA rabbit is a living thing.\nRabbits grow and respond to their environment. They need food and water. Rabbits are made up of many cells.\nAn ice cube is not a living thing.\nAn ice cube can change. It will melt in warm weather! But it does not have all the traits of a living thing. It does not need food. The answer is D." + } + ] + }, + { + "id": "4624", + "image": "4624\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. A golden frog is an example of an amphibian.\nOptions: (A) poison dart frog (B) helmeted iguana\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA poison dart frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous. The answer is A." + } + ] + }, + { + "id": "4631", + "image": "4631\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Kitts and Nevis (B) Barbados (C) Haiti (D) Antigua and Barbuda\n" + }, + { + "from": "gpt", + "value": "This country is Antigua and Barbuda. The answer is D." + } + ] + }, + { + "id": "4632", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nIn this chemical reaction, ammonium nitrate is a ().\nContext: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.\nTo help relieve pain during a dental visit, a dentist may give a patient nitrous oxide. Nitrous oxide is made in factories by carefully heating ammonium nitrate. At 170\u00b0C, ammonium nitrate breaks down and forms a mixture of nitrous oxide gas and water vapor. After the mixture is collected, the water vapor is separated from the nitrous oxide gas.\nOptions: (A) reactant (B) product" + }, + { + "from": "gpt", + "value": "A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products. Read the underlined text carefully. Look for information about what happens to ammonium nitrate in this chemical reaction.\nTo help relieve pain during a dental visit, a dentist may give a patient nitrous oxide. Nitrous oxide is made in factories by carefully heating ammonium nitrate. At 170\u00b0C, ammonium nitrate breaks down and forms a mixture of nitrous oxide gas and water vapor. After the mixture is collected, the water vapor is separated from the nitrous oxide gas.\nThe underlined text tells you that when ammonium nitrate breaks down, nitrous oxide and water are formed. When ammonium nitrate reacts, or goes through a chemical change, its atoms are rearranged to form nitrous oxide and water. Because ammonium nitrate reacts in this chemical reaction, ammonium nitrate is a reactant. The answer is A." + } + ] + }, + { + "id": "4639", + "image": "4639\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Cerrado ecosystem?\nContext: Figure: Cerrado.\nThe savanna grasslands of Brazil are called the Cerrado. The Cerrado covers over one-fifth of Brazil and is home to termites, anteaters, armadillos, and other organisms.\nOptions: (A) It has warm summers and warm winters. (B) It has a small amount of rain.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Cerrado ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a rainy season and a dry season. It has warm summers and warm winters. The following statement does not describe the Cerrado: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain. The answer is A." + } + ] + }, + { + "id": "4645", + "image": "4645\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a muskmelon plant produced by this cross will be homozygous recessive for the fruit taste gene?\nContext: In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele for sweet fruit (f) is recessive to the allele for sour fruit (F).\nThis Punnett square shows a cross between two muskmelon plants.\nOptions: (A) 2/4 (B) 1/4 (C) 0/4 (D) 3/4 (E) 4/4\n" + }, + { + "from": "gpt", + "value": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is C." + } + ] + }, + { + "id": "4647", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Moles eat insects and worms. (B) Cedar trees have small leaves." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A cedar tree is a plant. It has small leaves.\nCedar trees grow in many parts of the world. Many cedar trees grow on mountains.\nA mole is an animal. It eats insects and worms.\nMoles live mostly underground. The answer is A." + } + ] + }, + { + "id": "4654", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nMarie went down the slide face-first, like a penguin.\nContext: N/A\nOptions: (A) simile (B) metaphor" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. Marie went down the slide face-first, like a penguin.\nThe words Marie and penguin are compared using the word like. So, the sentence uses a simile. The answer is A." + } + ] + }, + { + "id": "4657", + "image": "4657\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Jaylen and Porter trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJaylen and Porter open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jaylen wanted broccoli in his lunch and Porter was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Jaylen can trade his tomatoes for Porter's broccoli. (B) Porter can trade his almonds for Jaylen's tomatoes. (C) Jaylen can trade his tomatoes for Porter's sandwich. (D) Porter can trade his broccoli for Jaylen's oranges.\n" + }, + { + "from": "gpt", + "value": "Jaylen wanted broccoli in his lunch and Porter was hoping for tomatoes. Look at the labeled part of the images.\nJaylen has tomatoes. Porter has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A." + } + ] + }, + { + "id": "4670", + "image": "4670\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) rough (B) soft (C) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA rough object feels scratchy when you touch it. All three objects are rough.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nThe property that all three objects have in common is rough. The answer is A." + } + ] + }, + { + "id": "4672", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nPreston took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\nContext: N/A\nOptions: (A) complex (B) compound (C) compound-complex (D) simple" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nPreston took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is D." + } + ] + }, + { + "id": "4678", + "conversations": [ + { + "from": "human", + "value": "Would you find the word sailor on a dictionary page with the following guide words?\nsour - stone\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince sailor is not between the guide words sour - stone, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "4682", + "conversations": [ + { + "from": "human", + "value": "What does the hyperbole in this text suggest?\nThe last time Dustin cleaned his room, dinosaurs were still roaming the Earth.\nContext: N/A\nOptions: (A) Dustin refuses to clean his room. (B) Dustin hasn't cleaned his room in a very long time." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode! The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole dinosaurs were still roaming the Earth suggests that Dustin hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed. The answer is B." + } + ] + }, + { + "id": "4686", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Best wishes,\nNoah (B) best wishes,\nNoah" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "4690", + "image": "4690\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Nauru (B) the Federated States of Micronesia (C) the Marshall Islands (D) Samoa\n" + }, + { + "from": "gpt", + "value": "This country is Nauru. The answer is A." + } + ] + }, + { + "id": "4698", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Mia investigate with an experiment?\nContext: Mia leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:\ntwo identical glass jars\ntwo jar lids\ntap water\na measuring cup\ntwo thermometers\nOptions: (A) When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer? (B) Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun? (C) When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "4699", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nillustrate - interrupt\nContext: N/A\nOptions: (A) impulse (B) itch" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince impulse is between the guide words illustrate - interrupt, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "4708", + "image": "4708\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for grabbing prey?\nContext: Golden eagles eat fish, mammals, and other birds. The 's feet are adapted to grab prey.\nFigure: golden eagle.\nOptions: (A) Malayan tapir (B) common buzzard\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the golden eagle.\nThe golden eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the golden eagle attack and kill its prey. The long toes can help it hold on to its prey.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe common buzzard has long toes with sharp claws. Its feet are adapted for grabbing prey.\nThe Malayan tapir has large, heavy feet. Its feet are not adapted for grabbing prey. The Malayan tapir uses its feet to walk and run. The answer is B." + } + ] + }, + { + "id": "4709", + "image": "4709\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Pennsylvania?\nContext: N/A\nOptions: (A) Harrisburg (B) Dover (C) Montpelier (D) Concord\n" + }, + { + "from": "gpt", + "value": "Harrisburg is the capital of Pennsylvania. The answer is A." + } + ] + }, + { + "id": "4717", + "image": "4717\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which rock layer is older?\nContext: The following diagram shows an example of a rock sequence. Use the rock sequence to answer the question below.\nOptions: (A) the limestone layer (B) the sandstone layer\n" + }, + { + "from": "gpt", + "value": "Look at the diagram of the rock sequence. The double-headed arrow on the left tells you how the rock layers are arranged by age. In this diagram, the older layer is shown below the younger layer.\nThe sandstone layer is older than the limestone layer. The answer is B." + } + ] + }, + { + "id": "4718", + "image": "4718\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) New Mexico (B) New York (C) Indiana (D) Delaware\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New York is farthest north. The answer is B." + } + ] + }, + { + "id": "4719", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Jackie Robinson was the most noteworthy baseball player of the 1940s and 1950s. (B) Jackie Robinson played baseball for the Brooklyn Dodgers from 1947 to 1956." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The second sentence states a fact.\nJackie Robinson played baseball for the Brooklyn Dodgers from 1947 to 1956.\nIt can be proved by reading a history book about Jackie Robinson.\nThe first sentence states an opinion.\nJackie Robinson was the most noteworthy baseball player of the 1940 s and 1950 s.\nMost noteworthy shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes a baseball player noteworthy. The answer is B." + } + ] + }, + { + "id": "4720", + "image": "4720\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Massachusetts?\nContext: N/A\nOptions: (A) Albany (B) Annapolis (C) Cambridge (D) Boston\n" + }, + { + "from": "gpt", + "value": "Boston is the capital of Massachusetts. The answer is D." + } + ] + }, + { + "id": "4740", + "image": "4740\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.\nContext: The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.\nOptions: (A) to the left than to the right (B) to the right than to the left\n" + }, + { + "from": "gpt", + "value": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 5 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is A." + } + ] + }, + { + "id": "4748", + "conversations": [ + { + "from": "human", + "value": "What does the personification in this text suggest?\nDaniel tried to ignore his unfinished essay, but it glared at him from across the room.\nContext: N/A\nOptions: (A) It bothered Daniel that the essay wasn't finished. (B) The essay was printed in large type." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Daniel that the essay wasn't finished. The essay is like a person who is bothering Daniel. The answer is A." + } + ] + }, + { + "id": "4749", + "image": "4749\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "4753", + "image": "4753\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Rhode Island (B) Indiana (C) New Hampshire (D) Massachusetts\n" + }, + { + "from": "gpt", + "value": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is D." + } + ] + }, + { + "id": "4755", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nalbum - avoid\nContext: N/A\nOptions: (A) argue (B) accurate" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince argue is between the guide words album - avoid, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "4757", + "image": "4757\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following organisms is the primary consumer in this food web?\nContext: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) orca (B) phytoplankton (C) sea urchin (D) black rockfish\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe black rockfish has an arrow pointing to it from the zooplankton. The zooplankton is not a producer. So, the black rockfish is not a primary consumer.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.\nThe orca has an arrow pointing to it from the sea otter. The sea otter is not a producer. So, the orca is not a primary consumer.\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is a producer, so the sea urchin is a primary consumer.\nThe kelp bass has an arrow pointing to it from the kelp. The kelp is a producer, so the kelp bass is a primary consumer. The answer is C." + } + ] + }, + { + "id": "4767", + "conversations": [ + { + "from": "human", + "value": "Select the temperature shown by this thermometer.\nContext: N/A\nOptions: (A) 40\u00b0C (B) 50\u00b0C (C) 15\u00b0C" + }, + { + "from": "gpt", + "value": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Celsius (\u00b0C). Celsius is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30\u00b0C. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 15. So, the temperature is 15\u00b0C. The answer is C." + } + ] + }, + { + "id": "4774", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) As a geneticist, Eliana dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field. (B) As a geneticist, Eliana enjoys watching science documentaries and sharing various factoids she's learned with her colleagues." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Eliana dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Eliana enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "4782", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the arachnid traits listed above.\nContext: Arachnids are a group of animals with similar traits. The following traits can be used to identify arachnids:\nThey have eight legs.\nThey have an exoskeleton.\nThey have no antennae. Observe the animals and read the descriptions.\nOptions: (A) Female wolf spiders carry their young on their backs! If you look closely at the picture, you can see small wolf spiders on their mother's back. The adult and baby wolf spiders each have an exoskeleton and eight legs. They do not have antennae. (B) Trichina worms have soft, thin bodies. They have a cylindrical shape and do not have limbs. Trichina worms are not made up of segments. They can infect and feed off of humans, pigs, and other mammals." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nArachnids have the following traits:\nThey have eight legs.\nThey have an exoskeleton.\nThey have no antennae.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA trichina worm has the following traits:\nA trichina worm does not have all of the traits of an arachnid. A trichina worm is a roundworm.\nA wolf spider has the following traits:\nIt has eight legs.\nIt has an exoskeleton.\nIt has no antennae.\nA wolf spider has the traits of an arachnid. A wolf spider is an arachnid. The answer is A." + } + ] + }, + { + "id": "4784", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a washing machine?\nContext: Select the best estimate.\nOptions: (A) 36 cups (B) 36 fluid ounces (C) 36 gallons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a washing machine is 36 gallons.\n36 fluid ounces and 36 cups are both too little. The answer is C." + } + ] + }, + { + "id": "4805", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a car's gas tank?\nContext: Select the best estimate.\nOptions: (A) 15 cups (B) 15 gallons (C) 15 fluid ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a car's gas tank is 15 gallons.\n15 fluid ounces and 15 cups are both too little. The answer is B." + } + ] + }, + { + "id": "4809", + "image": "4809\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Tennessee?\nContext: N/A\nOptions: (A) Oklahoma City (B) Knoxville (C) Nashville (D) Boise\n" + }, + { + "from": "gpt", + "value": "Nashville is the capital of Tennessee. The answer is C." + } + ] + }, + { + "id": "4817", + "image": "4817\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) Tonga (C) Fiji (D) Vanuatu\n" + }, + { + "from": "gpt", + "value": "This country is Fiji. The answer is C." + } + ] + }, + { + "id": "4820", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) There are some things that Ms. Olson wants to bring up at the next city council meeting. (B) Ms. Olson has several important proposals to discuss at the next city council meeting." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).\nThe second sentence uses more precise language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "4828", + "image": "4828\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Denver (B) Boulder (C) Olympia (D) Tallahassee\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is A." + } + ] + }, + { + "id": "4832", + "image": "4832\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution A (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is B." + } + ] + }, + { + "id": "4833", + "image": "4833\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is B." + } + ] + }, + { + "id": "4834", + "image": "4834\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to use its neck to appear large and scary to a predator?\nContext: Spectacled cobras are snakes. Their predators include mongooses and eagles. The cobra uses its neck to appear large and scary to a predator.\nFigure: spectacled cobra.\nOptions: (A) bearded dragon (B) green anole\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the spectacled cobra.\nWhen frightened, the spectacled cobra can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bearded dragon has spiny scales around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe green anole has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator. The answer is A." + } + ] + }, + { + "id": "4836", + "image": "4836\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Maya and Hanson trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMaya and Hanson open their lunch boxes in the school cafeteria. Neither Maya nor Hanson got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nMaya's lunch Hanson's lunch\nOptions: (A) Maya can trade her tomatoes for Hanson's carrots. (B) Hanson can trade his almonds for Maya's tomatoes. (C) Hanson can trade his broccoli for Maya's oranges. (D) Maya can trade her tomatoes for Hanson's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nMaya wants broccoli. Hanson wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "4844", + "image": "4844\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA red kangaroo is an example of a mammal.\nOptions: (A) Banggai cardinalfish (B) black howler (C) snowy owl (D) gray crowned crane\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A snowy owl is a bird. It has feathers, two wings, and a beak.\nSnowy owls live in cold places. Even their feet have feathers to keep warm!\nA gray crowned crane is a bird. It has feathers, two wings, and a beak.\nCranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.\nA black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.\nCardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night. The answer is B." + } + ] + }, + { + "id": "4851", + "image": "4851\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the Christmas tree worm.\nContext: This organism is a Christmas tree worm. Its scientific name is Spirobranchus giganteus.\nOptions: (A) Sphodromantis viridis (B) Spirobranchus giganteus (C) Macropus giganteus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Christmas tree worm's scientific name is Spirobranchus giganteus.\nSphodromantis viridis does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Sphodromantis viridis are not in the same species.\nMacropus giganteus does have the same species within its genus as a Christmas tree worm, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.\nSpirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species. The answer is B." + } + ] + }, + { + "id": "4854", + "conversations": [ + { + "from": "human", + "value": "Suppose Kurt decides to go as a ghost. Which result would be a cost?\nContext: Kurt is deciding whether to go as a ghost or a superhero to a costume party. He would rather go as a ghost. But he already has a superhero costume.\nOptions: (A) Kurt will get to wear the costume he is more excited about. (B) Kurt will spend some time and money to get the costume." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Kurt wants or needs:\nKurt will spend some time and money to get the costume. The answer is B." + } + ] + }, + { + "id": "4859", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nOur mission is to provide customers with the best snacks on the market. That's why we only use real ingredients that you can pronounce.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (C) appeal to nature: the assumption that natural things are always good" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the company's snacks are the best because they use natural ingredients. However, snacks with natural ingredients aren't necessarily the best. This illustrates a type of logical fallacy known as an appeal to nature. The answer is C." + } + ] + }, + { + "id": "4865", + "image": "4865\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is andesite a mineral or a rock?\nContext: Andesite has the following properties:\nfound in nature\nsolid\nnot a pure substance\nnot made by living things\nmade up of coarse and fine mineral grains\nno fixed crystal structure\nOptions: (A) mineral (B) rock\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of andesite match the properties of a rock. So, andesite is a rock. The answer is B." + } + ] + }, + { + "id": "4871", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncivilian - crank\nContext: N/A\nOptions: (A) choke (B) common" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince common is between the guide words civilian - crank, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "4877", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Sharon will change the batteries in the radio tomorrow. (B) Mrs. Lloyd will bake brownies for dessert, or she will make peach cobbler." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nMrs. Lloyd will bake brownies for dessert, or she will make peach cobbler. The answer is B." + } + ] + }, + { + "id": "4883", + "image": "4883\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month has the lowest average precipitation in London?\nContext: Use the graph to answer the question below.\nOptions: (A) July (B) February (C) November\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 45 millimeters. This is lower than in any other month. So, July has the lowest average precipitation. The answer is A." + } + ] + }, + { + "id": "4886", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Many thanks,\nScott (B) many thanks,\nScott" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "4891", + "conversations": [ + { + "from": "human", + "value": "How long does it take to do ten jumping jacks?\nContext: Select the better estimate.\nOptions: (A) 18 seconds (B) 18 hours" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to do ten jumping jacks is 18 seconds.\n18 hours is too slow. The answer is A." + } + ] + }, + { + "id": "4897", + "image": "4897\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Virginia (B) New Hampshire (C) South Carolina (D) Texas\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north. The answer is B." + } + ] + }, + { + "id": "4914", + "image": "4914\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) smooth (B) rough\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. Both objects are smooth.\nA rough object feels scratchy when you touch it. Neither of the objects are rough.\nThe property that both objects have in common is smooth. The answer is A." + } + ] + }, + { + "id": "4918", + "image": "4918\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Vincent and the Grenadines (B) Grenada (C) the Dominican Republic (D) Trinidad and Tobago\n" + }, + { + "from": "gpt", + "value": "This country is Grenada. The answer is B." + } + ] + }, + { + "id": "4919", + "image": "4919\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following best describes an ecosystem on a prairie in Nebraska?\nContext: Read the passage. Then answer the question below.\n\nIn the Sandhills region of Nebraska, a grassy prairie grows on sand dunes. The roots of grasses, such as the prairie sandreed, help hold the sand in place.\nGreater prairie chickens roam through the grasses eating seeds, leaves, and insects. Adult prairie chickens are prey for coyotes, great horned owls, and red-tailed hawks. Their eggs can be eaten by raccoons, skunks, and red foxes.\nFigure: greater prairie chickens on a Nebraska prairie.\nOptions: (A) the sand dunes, the prairie sandreed, and the greater prairie chickens (B) the red foxes (C) the seeds, the leaves, and the insects\n" + }, + { + "from": "gpt", + "value": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem. The answer is A." + } + ] + }, + { + "id": "4920", + "conversations": [ + { + "from": "human", + "value": "Which of the following parts does an animal cell have?\nContext: N/A\nOptions: (A) nucleus (B) cell wall (C) chloroplasts" + }, + { + "from": "gpt", + "value": "Plant and animal cells have many parts in common, but not all. This table shows some of their similarities and differences.\nCell part | Plant cell | Animal cell\ncell wall | yes | no\ncell membrane | yes | yes\ncytoplasm | yes | yes\nmitochondria | yes | yes\nvacuole | yes | yes\nchloroplasts | yes | no\nnucleus | yes | yes\nchromosomes | yes | yes\nThink about how plant and animal cells are different:\nPlant cells have a cell wall, but animal cells do not. The cell wall helps plant cells keep a fixed shape. Most animal cells do not have a fixed shape.\nPlant cells have chloroplasts, but animal cells do not. Chloroplasts make sugar that plants cells can use as food. Animal cells cannot make their own food.\n The answer is A." + } + ] + }, + { + "id": "4922", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ndangle - differ\nContext: N/A\nOptions: (A) describe (B) double" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince describe is between the guide words dangle - differ, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "4924", + "image": "4924\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following was an independent variable in this experiment?\nContext: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nDr. Spencer was the land manager for a prairie that had become overrun by unwanted grasses. These grasses crowded out other plants. Dr. Spencer thought that she could use fire to remove the unwanted grasses and allow other plants to grow. But she didn't know how often the prairie should be burned.\nDr. Spencer marked off six plots within a large area of the prairie. She used carefully controlled fires to burn all of the plants in each plot. She burned three of the plots once a year for three years. She burned the other three plots twice a year for three years. A year after the last fire, Dr. Spencer counted the number of unwanted grasses in each of the six plots.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: a fire burning through a prairie.\nOptions: (A) the number of times the plots were burned each year (B) the number of unwanted grasses\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A." + } + ] + }, + { + "id": "4933", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbaking an apple pie\nplants making food from sunlight, air, and water\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are only physical changes. (C) Both are caused by heating. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.\nPlants making food is a chemical change. Plants use energy from sunlight to change air and water into food. The food is sugar. Sugar is a different type of matter than air or water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But plants making food is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "4943", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe Second Amendment says that () have the right to own weapons.\nContext: N/A\nOptions: (A) the American people (B) only policemen (C) only men (D) the state governments" + }, + { + "from": "gpt", + "value": "The Second Amendment says that the American people have the right to own weapons. It does not say only certain people have that right. The amendment applies to all Americans. The complete text of the Second Amendment is below. According to the text, why is it important for Americans to have the right to own weapons? A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. The answer is A." + } + ] + }, + { + "id": "4950", + "conversations": [ + { + "from": "human", + "value": "Is building a deck a good or a service?\nContext: N/A\nOptions: (A) a service (B) a good" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether building a deck is a good or a service, ask these questions:\nIs building a deck something you can touch? No.\nIs building a deck a job you might pay someone else to do? Yes.\nSo, building a deck is a service. The answer is A." + } + ] + }, + { + "id": "4955", + "image": "4955\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the bubble map, which animals sleep during the day?\nContext: This bubble map shows information about different kinds of marsupials.\nOptions: (A) koalas (B) kangaroos\n" + }, + { + "from": "gpt", + "value": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A bubble map uses lines to connect things that are related. This bubble map shows information about different kinds of marsupials.\nKoalas is directly connected to sleep during the day. This tells you that koalas sleep during the day. The answer is A." + } + ] + }, + { + "id": "4956", + "conversations": [ + { + "from": "human", + "value": "How long is a pen?\nContext: Select the best estimate.\nOptions: (A) 18 meters (B) 18 kilometers (C) 18 millimeters (D) 18 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a pen is 18 centimeters.\n18 millimeters is too short. 18 meters and 18 kilometers are too long. The answer is D." + } + ] + }, + { + "id": "4969", + "conversations": [ + { + "from": "human", + "value": "Which kind of place usually has less traffic?\nContext: N/A\nOptions: (A) a rural area (B) an urban area" + }, + { + "from": "gpt", + "value": "People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.\nAn urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\nA suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.\nA rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.\nSome places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. Rural areas have much less traffic. There aren't as many people or cars in rural areas. The answer is A." + } + ] + }, + { + "id": "4974", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this plant's phenotype for the growth pattern trait?\nContext: This passage describes the growth pattern trait in rose plants:\n\nIn a group of rose plants, some individuals have climbing growth and others have bush growth. In this group, the gene for the growth pattern trait has two alleles. The allele for bush growth (g) is recessive to the allele for climbing growth (G).\nA certain rose plant from this group has the homozygous genotype GG for the growth pattern gene.\nOptions: (A) bush growth (B) climbing growth" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The rose plant's genotype for the growth pattern gene is GG. The rose plant's genotype of GG has only G allelles. The G allele is for climbing growth. So, the rose plant's phenotype for the growth pattern trait must be climbing growth.\nTo check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for bush growth (g) is recessive to the allele for climbing growth (G). This means G is a dominant allele, and g is a recessive allele.\nThe rose plant's genotype of GG has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the rose plant's phenotype for the growth pattern trait must be climbing growth. The answer is B." + } + ] + }, + { + "id": "4975", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nJim said he would put in a good word for Alexandra with their boss, but she knew he had a reputation as a Benedict Arnold.\nContext: N/A\nOptions: (A) a poem (B) U.S. history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Benedict Arnold is U.S. history.\nBenedict Arnold was an American officer who secretly aided the British during the American Revolution.\nThe allusion Benedict Arnold means a traitor. The answer is B." + } + ] + }, + { + "id": "4977", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nChandler's room is as tidy as an overgrown garden.\nContext: N/A\nOptions: (A) pun (B) verbal irony" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy. The answer is B." + } + ] + }, + { + "id": "4980", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a bathtub?\nContext: Select the better estimate.\nOptions: (A) 335 milliliters (B) 335 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bathtub is 335 liters.\n335 milliliters is too little. The answer is B." + } + ] + }, + { + "id": "4991", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncinder - couple\nContext: N/A\nOptions: (A) crow (B) clatter" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince clatter is between the guide words cinder - couple, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "4996", + "image": "4996\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is also adapted for survival in cold places?\nContext: Polar bears live in and around the cold Arctic Ocean. The 's skin is adapted to help the animal survive in cold places.\nFigure: polar bear.\nOptions: (A) snowy owl (B) hairy armadillo\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the polar bear.\nThe polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.\nThe hairy armadillo has scales covering much of its skin. Its skin is not adapted for survival in cold places. The answer is A." + } + ] + }, + { + "id": "4999", + "image": "4999\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Dakota?\nContext: N/A\nOptions: (A) Pierre (B) Sioux Falls (C) Jefferson City (D) Rapid City\n" + }, + { + "from": "gpt", + "value": "Pierre is the capital of South Dakota. The answer is A." + } + ] + }, + { + "id": "5000", + "image": "5000\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nSilicon carbide is ().\nContext: The model below represents silicon carbide. Silicon carbide is a hard substance used in car brakes and in bulletproof vests.\nOptions: (A) a compound (B) an elementary substance\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents the compound pyrite.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether silicon carbide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that silicon carbide is composed of carbon atoms and silicon atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that silicon carbide is composed of two chemical elements: carbon and silicon. Since silicon carbide is composed of multiple chemical elements bonded together, silicon carbide is a compound. The answer is A." + } + ] + }, + { + "id": "5013", + "conversations": [ + { + "from": "human", + "value": "Use the evidence in the text to select the photosynthetic organism.\nContext: N/A\nOptions: (A) The moss mantis is green and brown, which helps it hide among mosses and leaves. This camouflage helps the mantis sneak up on its insect prey. (B) Racomitrium lanuginosum moss is green because its cells contain chlorophyll. This moss uses chlorophyll to capture energy from sunlight." + }, + { + "from": "gpt", + "value": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. This organism is photosynthetic:\nThe text tells you that Racomitrium lanuginosum moss cells contain chlorophyll. This is evidence that Racomitrium lanuginosum moss is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the moss mantis is photosynthetic. The answer is B." + } + ] + }, + { + "id": "5018", + "image": "5018\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "5022", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Jessica acquired this trait?\nContext: Read the description of a trait.\nJessica is good at identifying birds from their calls.\nOptions: (A) Jessica was not born knowing how to identify different bird calls. She had to learn this skill. (B) Jessica likes to photograph birds at the zoo." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "5025", + "image": "5025\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Bridget's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Bridget was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Bridget gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nOptions: (A) whether producing more insulin would help the bacteria grow faster (B) whether she added enough nutrients to help the bacteria produce 20% more insulin (C) whether different types of bacteria would need different nutrients to produce insulin\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "5032", + "conversations": [ + { + "from": "human", + "value": "Select the liquid.\nContext: N/A\nOptions: (A) chair (B) baseball (C) water in a waterfall (D) air from a hair dryer" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A baseball is a solid. A solid has a size and shape of its own. If you hit a baseball with a bat, the baseball will still have a size and shape of its own.\nThe air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.\nThe water in a waterfall is a liquid. A liquid can change shape. But it still takes up the same amount of space. As water flows down a waterfall, the water changes shape.\nA chair is a solid. A solid has a size and shape of its own. When you sit on a chair, it keeps its shape. The answer is C." + } + ] + }, + { + "id": "5044", + "image": "5044\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Boulder (B) Denver (C) Provo (D) Lincoln\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is B." + } + ] + }, + { + "id": "5045", + "conversations": [ + { + "from": "human", + "value": "How long is a hiking trail?\nContext: Select the better estimate.\nOptions: (A) 2 kilometers (B) 2 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a hiking trail is 2 kilometers.\n2 centimeters is too short. The answer is A." + } + ] + }, + { + "id": "5046", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word nauseous in its traditional sense?\nContext: N/A\nOptions: (A) Marcy couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past. (B) The odor emanating from the landfill made Marcy so nauseous that she had to roll up the car windows as she drove past." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses nauseous in its traditional sense: causing disgust or nausea.\nMarcy couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Marcy so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "5047", + "conversations": [ + { + "from": "human", + "value": "How long does it take to bake lasagna in the oven?\nContext: Select the better estimate.\nOptions: (A) 44 hours (B) 44 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to bake lasagna in the oven is 44 minutes.\n44 hours is too slow. The answer is B." + } + ] + }, + { + "id": "5049", + "image": "5049\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "5050", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAfter having lived near the airport for ten years, I've finally gotten accustomed to the dull roar of the planes taking off above my house.\nContext: N/A\nOptions: (A) euphemism (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDull roar is a contradiction, because dull describes something muffled or soft, and a roar is loud. The answer is B." + } + ] + }, + { + "id": "5052", + "image": "5052\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) flexible (B) hard (C) slippery\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. All four objects are slippery.\nA hard object does not change shape when pressed or squeezed. The ice hockey rink is hard, but the dish soap, the yogurt, and the butter are not.\nA flexible object can be folded or bent without breaking easily. The ice hockey rink is not flexible.\nThe property that all four objects have in common is slippery. The answer is C." + } + ] + }, + { + "id": "5056", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a fire truck?\nContext: Select the best estimate.\nOptions: (A) 16 pounds (B) 16 ounces (C) 16 tons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a fire truck is 16 tons.\n16 ounces and 16 pounds are both too light. The answer is C." + } + ] + }, + { + "id": "5063", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nParts of a cliff break off and fall.\nContext: N/A\nOptions: (A) meteorite crash (B) drought (C) landslide" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "5069", + "conversations": [ + { + "from": "human", + "value": "Suppose Erik decides to plant the tulips. Which result would be a cost?\nContext: Erik is deciding whether to plant tulips or a birch tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things.\nOptions: (A) He will save some space. The tulips will use up less space than the birch tree would have used up. (B) Erik will give up the chance to look at the birch tree. He thinks it would have looked more beautiful than the tulips." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Erik wants or needs:\nErik will give up the chance to look at the birch tree. He thinks it would have looked more beautiful than the tulips. The answer is B." + } + ] + }, + { + "id": "5072", + "conversations": [ + { + "from": "human", + "value": "What does the metaphor in this text suggest?\nWhen Quincy lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career.\nContext: N/A\nOptions: (A) Having to pursue a new career was the worst part of Quincy's job loss. (B) There was a benefit to Quincy's job loss." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Quincy's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Quincy's new career was beneficial in helping him escape the emotionally difficult experience of losing his job. The answer is B." + } + ] + }, + { + "id": "5073", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Javier inherited this trait?\nContext: Read the description of a trait.\nJavier has hazel eyes.\nOptions: (A) Javier's friend also has hazel eyes. (B) Javier's biological father wears contacts in his hazel eyes. (C) Javier wears glasses and so do his sisters." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "5080", + "image": "5080\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Vanuatu (B) Tuvalu (C) Tonga (D) Fiji\n" + }, + { + "from": "gpt", + "value": "This country is Fiji. The answer is D." + } + ] + }, + { + "id": "5082", + "conversations": [ + { + "from": "human", + "value": "The mom and dad push the strollers at the same speed. Which stroller is pushed with a larger force?\nContext: A mom, a dad, and two kids are going for a walk. The mom and the dad each push one of the kids in a stroller. The strollers are the same. But the kids are different sizes.\nOptions: (A) a stroller with kid that weighs 22 pounds (B) a stroller with kid that weighs 29 pounds" + }, + { + "from": "gpt", + "value": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the stroller that is heavier.\nA stroller holding a kid that weighs 29 pounds is heavier than a stroller holding a kid that weighs 22 pounds. So, the stroller holding the kid that weighs 29 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller. The answer is B." + } + ] + }, + { + "id": "5086", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Ms. Weber, (B) Dear Ms. weber," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Ms. Weber is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "5090", + "image": "5090\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these continents does the equator intersect?\nContext: N/A\nOptions: (A) North America (B) Africa (C) Europe\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The equator is the line at 0\u00b0 latitude. It intersects Africa. It does not intersect Europe or North America. The answer is B." + } + ] + }, + { + "id": "5097", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Sidney investigate with an experiment?\nContext: Sidney wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:\nseeds from one type of sunflower\nsoil\none wooden planter box in the sun\none wooden planter box in the shade\none plastic planter box in the sun\nwater\nOptions: (A) Which type of sunflower grows more leaves? (B) Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes? (C) Do sunflowers grow taller if they are planted in planter boxes or in pots?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "5119", + "image": "5119\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Iowa?\nContext: N/A\nOptions: (A) Springfield (B) Des Moines (C) Lincoln (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Des Moines is the capital of Iowa. The answer is B." + } + ] + }, + { + "id": "5126", + "conversations": [ + { + "from": "human", + "value": "Is a banana a good or a service?\nContext: N/A\nOptions: (A) a service (B) a good" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether a banana is a good or a service, ask these questions:\nIs a banana something you can touch? Yes.\nIs a banana a job you might pay someone else to do? No.\nSo, a banana is a good. The answer is B." + } + ] + }, + { + "id": "5140", + "conversations": [ + { + "from": "human", + "value": "Select the animal that has a backbone.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones.\nOptions: (A) red-kneed tarantula (B) green toad" + }, + { + "from": "gpt", + "value": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. Like other tarantulas, a red-kneed tarantula does not have a backbone. It has a hard outer cover.\nA green toad is an amphibian. Like other amphibians, a green toad has a backbone. The answer is B." + } + ] + }, + { + "id": "5143", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Chen Electronics has a reputation for responding quickly to all customer concerns and questions. (B) Chen Electronics has a reputation for responding real quick to customer concerns and questions." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is A." + } + ] + }, + { + "id": "5144", + "image": "5144\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs. A salmon is an example of a fish.\nOptions: (A) clownfish (B) helmeted iguana\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A clownfish is a fish. It lives underwater. It has fins, not limbs.\nA helmeted iguana is a reptile. It has scaly, waterproof skin. The answer is A." + } + ] + }, + { + "id": "5145", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nMartha's Boutique claims to have \"something for everyone,\" but it is generally understood that their target market is women of a certain age.\nContext: N/A\nOptions: (A) euphemism (B) paradox" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nOf a certain age is an indirect and generally more polite way of referring to older people. The answer is A." + } + ] + }, + { + "id": "5146", + "image": "5146\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food web, which organism contains matter that eventually moves to the earthworm?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) mushroom (B) short-tailed weasel\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nNo arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.There are three paths matter can take from the bear sedge to the earthworm: bear sedge->brown lemming->Arctic fox->earthworm. bear sedge->brown lemming->snowy owl->earthworm. bear sedge->brown lemming->parasitic jaeger->rough-legged hawk->earthworm. There are four paths matter can take from the bilberry to the earthworm: bilberry->Arctic fox->earthworm. bilberry->brown lemming->Arctic fox->earthworm. bilberry->brown lemming->snowy owl->earthworm. bilberry->brown lemming->parasitic jaeger->rough-legged hawk->earthworm. There is one path matter can take from the short-tailed weasel to the earthworm: short-tailed weasel->snowy owl->earthworm. There is one path matter can take from the snowy owl to the earthworm: snowy owl->earthworm. The answer is B." + } + ] + }, + { + "id": "5152", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two bowhead whales. Which bowhead whale was moving at a higher speed?\nContext: N/A\nOptions: (A) a bowhead whale that moved 45kilometers in 10hours (B) a bowhead whale that moved 80kilometers in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each bowhead whale moved and the time it took to move that distance.\nOne bowhead whale moved 80 kilometers in 10 hours.\nThe other bowhead whale moved 45 kilometers in 10 hours.\nNotice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 80 kilometers moved a farther distance in that time. So, that bowhead whale must have moved at a higher speed. The answer is B." + } + ] + }, + { + "id": "5155", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a passenger helicopter?\nContext: Select the best estimate.\nOptions: (A) 2 tons (B) 2 ounces (C) 2 pounds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a passenger helicopter is 2 tons.\n2 ounces and 2 pounds are both too light. The answer is A." + } + ] + }, + { + "id": "5175", + "image": "5175\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Alabama (B) Texas (C) Mississippi (D) Arkansas\n" + }, + { + "from": "gpt", + "value": "This state is Alabama. The answer is A." + } + ] + }, + { + "id": "5180", + "image": "5180\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) bumpy (B) sweet\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nSugar has a sweet taste. The pretzel is not sweet.\nA bumpy object is covered in lumps and bumps. The pretzel is bumpy. The answer is A." + } + ] + }, + { + "id": "5184", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Best Regards,\nAllie (B) Best regards,\nAllie" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "5185", + "image": "5185\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is peridotite a mineral?\nContext: Peridotite has the following properties:\nsolid\nnot a pure substance\nnaturally occurring\nno fixed crystal structure\nnot made by living things\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Peridotite does not have all the properties of a mineral. So, peridotite is not a mineral. The answer is A." + } + ] + }, + { + "id": "5188", + "conversations": [ + { + "from": "human", + "value": "Select the elementary substance.\nContext: N/A\nOptions: (A) pyrite (FeS2) (B) nickel (Ni) (C) chloromethane (CH3Cl)" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for pyrite contains two symbols: Fe for iron and S for sulfur. So, pyrite is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, pyrite is a compound, not an elementary substance. The chemical formula for chloromethane contains three symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, chloromethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, chloromethane is a compound, not an elementary substance. The chemical formula for nickel contains one symbol: Ni. So, nickel is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, nickel is an elementary substance. The answer is B." + } + ] + }, + { + "id": "5189", + "image": "5189\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's common name?\nContext: This organism is a goldfish. It is also called Carassius auratus.\nOptions: (A) Carassius auratus (B) goldfish\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Carassius auratus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCarassius auratus is the organism's scientific name. So, you know that goldfish is the common name. The answer is B." + } + ] + }, + { + "id": "5190", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nDuring much of the twentieth century, artistic types were a dime a dozen in Greenwich Village.\nContext: N/A\nOptions: (A) idiom (B) allusion" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an idiom, an expression that cannot be understood literally.\nA dime a dozen means common. The answer is A." + } + ] + }, + { + "id": "5200", + "conversations": [ + { + "from": "human", + "value": "Logan starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Logan need to pull with a larger force?\nContext: Logan gives two friends a ride in his wagon. One friend sits in the wagon at a time.\nOptions: (A) a friend who weighs 24 pounds (B) a friend who weighs 25 pounds" + }, + { + "from": "gpt", + "value": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the friend who is heavier.\nA friend who weighs 25 pounds is heavier than a friend who weighs 24 pounds. So, to move the wagon at the same speed each time, Logan needs to use a larger force to start moving the wagon with a friend who weighs 25 pounds. The answer is B." + } + ] + }, + { + "id": "5203", + "image": "5203\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Massachusetts (B) Rhode Island (C) New Hampshire (D) Vermont\n" + }, + { + "from": "gpt", + "value": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C." + } + ] + }, + { + "id": "5208", + "conversations": [ + { + "from": "human", + "value": "Use the evidence in the text to select the photosynthetic organism.\nContext: N/A\nOptions: (A) Leafy sea dragons are consumers in their ecosystems, so they rely on other organisms as food. A leafy sea dragon's leaf-like fins help it hide among seaweed. (B) Giant kelp are producers in their ecosystems and also provide shelter for many animals. Giant kelp use carbon dioxide and water to make food inside their cells." + }, + { + "from": "gpt", + "value": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. This organism is photosynthetic:\nThe text tells you that giant kelp are producers that use carbon dioxide and water to make food. This is evidence that the giant kelp is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the leafy sea dragon is photosynthetic. The answer is B." + } + ] + }, + { + "id": "5210", + "image": "5210\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk. A red kangaroo is an example of a mammal.\nOptions: (A) green tree frog (B) human\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\nA green tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches. The answer is B." + } + ] + }, + { + "id": "5211", + "image": "5211\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Trinidad and Tobago (B) Saint Lucia (C) Dominica (D) the Dominican Republic\n" + }, + { + "from": "gpt", + "value": "This country is Trinidad and Tobago. The answer is A." + } + ] + }, + { + "id": "5212", + "conversations": [ + { + "from": "human", + "value": "The donkeys move the carts at the same speed. Which cart is pulled with a larger force?\nContext: Two donkeys pull carts from the farmhouse to the yard. The carts are the same. Each cart is holding different tools.\nOptions: (A) a cart holding 50 pounds (B) a cart holding 62 pounds" + }, + { + "from": "gpt", + "value": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the cart that is heavier.\nA cart holding 62 pounds is heavier than a cart holding 50 pounds. So, the cart holding 62 pounds needs a larger force to start moving at the same speed as the other cart. The answer is B." + } + ] + }, + { + "id": "5214", + "conversations": [ + { + "from": "human", + "value": "Which object has the least thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a meatball at a temperature of 51\u00b0C (B) a meatball at a temperature of 44\u00b0C (C) a meatball at a temperature of 53\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three meatballs have the same mass but different temperatures. Since the 44\u00b0C meatball is the coldest, it has the least thermal energy. The answer is B." + } + ] + }, + { + "id": "5223", + "image": "5223\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) rough (B) colorful\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The velcro is rough.\nA colorful object has one or more bright colors. The velcro is not colorful. The answer is A." + } + ] + }, + { + "id": "5226", + "conversations": [ + { + "from": "human", + "value": "Would you find the word dad on a dictionary page with the following guide words?\ndegree - doll\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dad is not between the guide words degree - doll, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "5238", + "image": "5238\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Emmy's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nEmmy was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Emmy wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Emmy put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.\nOptions: (A) if the blade guards would break in a crash (B) how much the drone weighed with the blade guards (C) if adding the blade guards made the drone fly poorly\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "5243", + "conversations": [ + { + "from": "human", + "value": "How long does it take to brush your teeth?\nContext: Select the better estimate.\nOptions: (A) 2 seconds (B) 2 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to brush your teeth is 2 minutes.\n2 seconds is too fast. The answer is B." + } + ] + }, + { + "id": "5248", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nbook - bulletin\nContext: N/A\nOptions: (A) back (B) brave" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince brave is between the guide words book - bulletin, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "5249", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nKendra was known among her coworkers for her spartan ways.\nContext: N/A\nOptions: (A) Greek history (B) Shakespeare" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion spartan is Greek history.\nSoldiers from the city of Sparta in ancient Greece were known for their self-restraint, self-discipline, and indifference to luxury.\nThe allusion spartan means simple and austere. The answer is A." + } + ] + }, + { + "id": "5254", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJohnny has a scar on his right leg.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "5256", + "conversations": [ + { + "from": "human", + "value": "Suppose Duncan decides to join the Photography Club. Which result would be a cost?\nContext: Duncan is deciding whether to join the Theater Club or the Photography Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time.\nOptions: (A) Duncan will save some time. He would have spent more time in the Theater Club than in the Photography Club. (B) Duncan will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Duncan wants or needs:\nDuncan will give up the chance to be in the Theater Club. He would have had more fun in the Theater Club than in the Photography Club. The answer is B." + } + ] + }, + { + "id": "5258", + "image": "5258\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Cheyenne (B) Laramie (C) Savannah (D) Denver\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is A." + } + ] + }, + { + "id": "5270", + "conversations": [ + { + "from": "human", + "value": "Select the description that doesn't belong.\nContext: N/A\nOptions: (A) new (B) rarely (C) sometimes (D) usually" + }, + { + "from": "gpt", + "value": "New doesn't belong.\nSometimes, rarely, and usually all describe how often something happens. The answer is A." + } + ] + }, + { + "id": "5272", + "image": "5272\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Jasmine's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Jasmine was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Jasmine gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nOptions: (A) whether producing more insulin would help the bacteria grow faster (B) whether different types of bacteria would need different nutrients to produce insulin (C) whether she added enough nutrients to help the bacteria produce 20% more insulin\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "5274", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Preston inherited this trait?\nContext: Read the description of a trait.\nPreston has blue eyes.\nOptions: (A) Preston likes to wear a blue sweater to match his blue eyes. (B) Preston's mother has blue eyes. She passed this trait down to Preston." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "5287", + "conversations": [ + { + "from": "human", + "value": "How long is a bench?\nContext: Select the best estimate.\nOptions: (A) 11 inches (B) 11 feet (C) 11 yards (D) 11 miles" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a bench is 11 feet.\n11 inches is too short. 11 yards and 11 miles are too long. The answer is B." + } + ] + }, + { + "id": "5298", + "image": "5298\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is the main persuasive appeal used in this ad?\nContext: N/A\nOptions: (A) pathos (emotion) (B) ethos (character) (C) logos (reason)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to logos, or reason. It uses a graph to display factual information. The answer is C." + } + ] + }, + { + "id": "5302", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nriddle - rye\nContext: N/A\nOptions: (A) robber (B) reduce" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince robber is between the guide words riddle - rye, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "5306", + "image": "5306\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with yellow pods to offspring with green pods? Choose the most likely ratio.\nContext: In a group of pea plants, some individuals have green pods and others have yellow pods. In this group, the gene for the pod color trait has two alleles. The allele for yellow pods (d) is recessive to the allele for green pods (D).\nThis Punnett square shows a cross between two pea plants.\nOptions: (A) 3:1 (B) 4:0 (C) 0:4 (D) 1:3 (E) 2:2\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with yellow pods or green pods, consider whether each phenotype is the dominant or recessive allele's version of the pod color trait. The question tells you that the d allele, which is for yellow pods, is recessive to the D allele, which is for green pods.\nYellow pods is the recessive allele's version of the pod color trait. A pea plant with the recessive version of the pod color trait must have only recessive alleles for the pod color gene. So, offspring with yellow pods must have the genotype dd.\nThere are 0 boxes in the Punnett square with the genotype dd.\nGreen pods is the dominant allele's version of the pod color trait. A pea plant with the dominant version of the pod color trait must have at least one dominant allele for the pod color gene. So, offspring with green pods must have the genotype DD or Dd.\nAll 4 boxes in the Punnett square have the genotype DD or Dd.\nSo, the expected ratio of offspring with yellow pods to offspring with green pods is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with yellow pods. Instead, this cross is expected to always produce offspring with green pods. The answer is C." + } + ] + }, + { + "id": "5308", + "image": "5308\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Hampshire?\nContext: N/A\nOptions: (A) Salt Lake City (B) Atlanta (C) Biloxi (D) Concord\n" + }, + { + "from": "gpt", + "value": "Concord is the capital of New Hampshire. The answer is D." + } + ] + }, + { + "id": "5311", + "image": "5311\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) sour (B) soft (C) shiny\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. All four objects are soft.\nA lemon has a sour taste. The melted marshmallow is not sour.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The melted marshmallow, the apron, and the stuffed dice are not shiny.\nThe property that all four objects have in common is soft. The answer is B." + } + ] + }, + { + "id": "5313", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more negative connotation?\nContext: N/A\nOptions: (A) whisper about something (B) mutter about something" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. Mutter about something has a more negative connotation. If you mutter about something, you whisper about it in an unhappy or angry way. The answer is B." + } + ] + }, + { + "id": "5316", + "image": "5316\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "5333", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nDr. Kelly is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish.\nContext: N/A\nOptions: (A) hyperbole (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nTake him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee. The answer is A." + } + ] + }, + { + "id": "5335", + "image": "5335\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Tori's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nWind turbines use wind power to produce electricity. Tori was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Tori created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.\nFigure: studying a wind turbine computer model.\nOptions: (A) if the new turbine could turn easily (B) how much the new turbine would weigh (C) whether the new turbine could produce 10% more electricity\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "5346", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nLooking at his life, we couldn't help but see Doug as a Job-like figure.\nContext: N/A\nOptions: (A) the Bible (B) Greek mythology" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Job is the Bible.\nIn the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.\nThe allusion Job means someone who patiently endures adversity. The answer is A." + } + ] + }, + { + "id": "5351", + "conversations": [ + { + "from": "human", + "value": "What can seeds look like?\nContext: N/A\nOptions: (A) Seeds are always small. (B) Seeds can be many shapes, colors, and sizes. (C) Seeds are always black or white. (D) Seeds are always round or oval-shaped." + }, + { + "from": "gpt", + "value": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Seeds can be big or small. This coconut seed is big.\nSeeds can be many different shapes. These maple seeds are long and flat.\nSeeds can be more than one color. These pistachio seeds are green and brown. The answer is B." + } + ] + }, + { + "id": "5352", + "image": "5352\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of pink particles?\nContext: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.\nOptions: (A) Solution B (B) Solution A (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. The answer is B." + } + ] + }, + { + "id": "5355", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nmechanic - monk\nContext: N/A\nOptions: (A) mission (B) market" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince mission is between the guide words mechanic - monk, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "5362", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this muskmelon plant's genotype for the fruit taste gene?\nContext: In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele F is for sour fruit, and the allele f is for sweet fruit.\nA certain muskmelon plant from this group has sweet fruit. This plant has two alleles for sweet fruit.\nOptions: (A) sweet fruit (B) ff" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The muskmelon plant has two alleles for sweet fruit (f). So, the plant's genotype for the fruit taste gene is ff. The answer is B." + } + ] + }, + { + "id": "5389", + "image": "5389\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Pennsylvania (B) Vermont (C) Rhode Island (D) New Jersey\n" + }, + { + "from": "gpt", + "value": "This state is New Jersey. The answer is D." + } + ] + }, + { + "id": "5400", + "image": "5400\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this box made of?\nContext: N/A\nOptions: (A) wood (B) brick\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the box.\nThe jewelry box is made of two different materials. The box is made of wood, and the hinges are metal. The answer is A." + } + ] + }, + { + "id": "5408", + "image": "5408\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is also adapted for survival in cold places?\nContext: s live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.\nFigure: Arctic hare.\nOptions: (A) caribou (B) scarlet snake\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic hare.\nDuring the winter, the Arctic hare has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic hare uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe scarlet snake has thin scales covering its body. Its skin is not adapted for survival in cold places. The answer is A." + } + ] + }, + { + "id": "5415", + "image": "5415\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is older? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) crocodile egg (B) fern\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe fern fossil is in a deeper layer in the rock sequence than the crocodile egg fossil. So, the fern fossil is most likely older than the crocodile egg fossil. The answer is B." + } + ] + }, + { + "id": "5416", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\noar - orphan\nContext: N/A\nOptions: (A) ought (B) oh" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince oh is between the guide words oar - orphan, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "5418", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 150-gram mug of cider at a temperature of 40\u00b0C (B) a 150-gram mug of cider at a temperature of 30\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two mugs of cider have the same mass but different temperatures. Since the 40\u00b0C mug of cider is hotter than the 30\u00b0C mug of cider, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "5421", + "image": "5421\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this pull?\nContext: A hiker uses her hand to clean up litter. She uses a force to pick the litter up off of the ground. This force is a pull.\nOptions: (A) toward her hand (B) away from her hand\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The hiker pulls the litter up off of the ground. The direction of the pull is toward her hand. The answer is A." + } + ] + }, + { + "id": "5441", + "image": "5441\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Zach's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nZach put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Zach checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume? (B) Do steel nails take fewer days to rust in water compared to vinegar?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "5447", + "image": "5447\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Indian Ocean (B) the Atlantic Ocean (C) the Arctic Ocean (D) the Southern Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is B." + } + ] + }, + { + "id": "5456", + "image": "5456\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this pull?\nContext: When a diver flips off of a platform, the force of Earth's gravity pulls him downward into the pool.\nOptions: (A) toward the center of Earth (B) away from the center of Earth\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The force of Earth's gravity pulls the diver downward. The direction of the pull is toward the center of Earth. The answer is A." + } + ] + }, + { + "id": "5469", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nBert noticed that the wind was blowing in from the ocean this afternoon.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nBert noticed that the wind was blowing in from the ocean this afternoon.\nThis passage tells you about the wind direction where Bert was this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "5471", + "image": "5471\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. A green tree frog is an example of an amphibian.\nOptions: (A) golden frog (B) cardinalfish\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A golden frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA cardinalfish is a fish. It lives underwater. It has fins, not limbs.\nCardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night. The answer is A." + } + ] + }, + { + "id": "5472", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) I wear an apron it keeps my dress clean. (B) Our cabin has bunk beds for the kids." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. I wear an apron it keeps my dress clean is a run-on sentence. It has two sentences that are joined without end punctuation: I wear an apron and It keeps my dress clean. The answer is A." + } + ] + }, + { + "id": "5474", + "image": "5474\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) hard (B) soft\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA soft object changes shape when you squeeze it. The dress is soft.\nA hard object keeps its shape when you squeeze it. The dress is not hard. The answer is B." + } + ] + }, + { + "id": "5475", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ntearing a piece of paper\nstapling an envelope shut\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are only physical changes. (C) Both are caused by cooling. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nTearing a piece of paper is a physical change. The paper tears into pieces. But each piece is still made of paper.\nStapling an envelope shut is a physical change. The envelope and the staple get new shapes. Both are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "5476", + "image": "5476\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) blue (B) sticky\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA sticky object can stick to other things. Neither of the objects are sticky.\nBlue is a color.\nThis color is blue. Both objects are blue.\nThe property that both objects have in common is blue. The answer is A." + } + ] + }, + { + "id": "5490", + "image": "5490\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Grenada (B) Antigua and Barbuda (C) Trinidad and Tobago (D) Saint Vincent and the Grenadines\n" + }, + { + "from": "gpt", + "value": "This country is Grenada. The answer is A." + } + ] + }, + { + "id": "5499", + "image": "5499\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Marshall Islands (B) Papua New Guinea (C) the Federated States of Micronesia (D) Palau\n" + }, + { + "from": "gpt", + "value": "This country is the Federated States of Micronesia. The answer is C." + } + ] + }, + { + "id": "5507", + "image": "5507\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Monica and Diana trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMonica and Diana open their lunch boxes in the school cafeteria. Neither Monica nor Diana got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nMonica's lunch Diana's lunch\nOptions: (A) Monica can trade her tomatoes for Diana's carrots. (B) Diana can trade her almonds for Monica's tomatoes. (C) Diana can trade her broccoli for Monica's oranges. (D) Monica can trade her tomatoes for Diana's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nMonica wants broccoli. Diana wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "5511", + "image": "5511\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted for bottom feeding?\nContext: Sturgeons eat invertebrates, plants, and small fish. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.\nThe 's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.\nFigure: sturgeon.\nOptions: (A) bat ray (B) emperor angelfish\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the sturgeon.\nThe sturgeon's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The sturgeon uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bat ray's mouth is located on the underside of its head. Its mouth points downward. Its mouth is adapted for bottom feeding.\nThe emperor angelfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding. The answer is A." + } + ] + }, + { + "id": "5522", + "image": "5522\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Diana and Gabby trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nDiana and Gabby open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Diana wanted broccoli in her lunch and Gabby was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Gabby can trade her almonds for Diana's tomatoes. (B) Diana can trade her tomatoes for Gabby's sandwich. (C) Diana can trade her tomatoes for Gabby's broccoli. (D) Gabby can trade her broccoli for Diana's oranges.\n" + }, + { + "from": "gpt", + "value": "Diana wanted broccoli in her lunch and Gabby was hoping for tomatoes. Look at the labeled part of the images.\nDiana has tomatoes. Gabby has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C." + } + ] + }, + { + "id": "5529", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear mr. vincent, (B) Dear Mr. Vincent," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Mr. Vincent is capitalized because it is a proper noun. The answer is B." + } + ] + }, + { + "id": "5533", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nReba has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter.\nContext: N/A\nOptions: (A) Reba has worked up an appetite. (B) Reba has many responsibilities." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Reba has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is B." + } + ] + }, + { + "id": "5540", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nManny took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\nContext: N/A\nOptions: (A) compound (B) complex (C) compound-complex (D) simple" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nManny took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is D." + } + ] + }, + { + "id": "5543", + "conversations": [ + { + "from": "human", + "value": "How long is an ice skate?\nContext: Select the best estimate.\nOptions: (A) 12 yards (B) 12 inches (C) 12 feet (D) 12 miles" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of an ice skate is 12 inches.\n12 feet, 12 yards, and 12 miles are all too long. The answer is B." + } + ] + }, + { + "id": "5545", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Keith investigate with an experiment?\nContext: Keith mixes oil and vinegar to make salad dressing. He notices that after a few minutes, the oil and vinegar separate. He wonders what factors affect how quickly liquids separate. So, he decides to design an experiment. He has the following supplies available:\nthree glass bottles\nolive oil\nvegetable oil\nvinegar\ncold water\nOptions: (A) Does vegetable oil separate faster when stirred together with vinegar or with water? (B) Does vinegar separate faster when stirred together with olive oil or with coconut oil? (C) Does vegetable oil separate faster when stirred together with cold water or with hot water?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "5547", + "conversations": [ + { + "from": "human", + "value": "Long ago, all books were copied by hand. Making new copies was a lot of work and took a long time. But the invention of the printing press made copying books faster and easier. What happened to the overall supply of books after the printing press was invented?\nContext: N/A\nOptions: (A) The supply went up. (B) The supply went down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The printing press was a new technology. It made the process of copying books easier and faster. So, the supply of books went up. The answer is A." + } + ] + }, + { + "id": "5548", + "image": "5548\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Tamir's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nTamir was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Tamir thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.\nFigure: studying an architect's design.\nOptions: (A) which design would have the least traffic noise in the concert area (B) if at least 20% of the park would be shaded by trees in each design (C) which design would have the greatest distance between the concert area and the road\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "5559", + "image": "5559\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is weaker in Pair 2. (C) The magnetic force is weaker in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "5563", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) When Maria called the officers at the bank, she learned that her checking account was overdrawn. (B) When Maria called them at the bank, she learned that her checking account was overdrawn." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the officers.\nWhen Maria called the officers at the bank, she learned that her checking account was overdrawn. The answer is B." + } + ] + }, + { + "id": "5564", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Brenda acquired this trait?\nContext: Read the description of a trait.\nBrenda knows how to knit sweaters.\nOptions: (A) Brenda learned how to knit in an after school program. (B) Brenda knits sweaters using cotton, wool, and other types of yarn." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "5573", + "image": "5573\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) San Antonio (B) Chicago (C) San Francisco (D) New York City\n" + }, + { + "from": "gpt", + "value": "The city is San Antonio, Texas. Chicago, New York City, and San Francisco are marked with gray circles on the map below. The answer is A." + } + ] + }, + { + "id": "5584", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) The pond has frozen over, so Nellie will go ice skating. (B) Tomorrow the price of gas may go up." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.\nThe pond has frozen over, so Nellie will go ice skating. The answer is A." + } + ] + }, + { + "id": "5589", + "conversations": [ + { + "from": "human", + "value": "Would you find the word boulder on a dictionary page with the following guide words?\nbike - bridge\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince boulder is between the guide words bike - bridge, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "5592", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMy father asked me to help around the house more. I can't believe he doesn't want me to spend time with my friends.\nContext: N/A\nOptions: (A) appeal to nature: the assumption that natural things are always good (B) circular reasoning: an argument that supports a claim with the claim itself (C) straw man: a misrepresentation of an opponent's position that makes it easier to argue against" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the speaker's father wants the speaker to stop spending time with friends. However, this misrepresents the father's argument. The speaker's father only asked the speaker to spend more time on household chores. This illustrates a type of logical fallacy known as a straw man. The answer is C." + } + ] + }, + { + "id": "5603", + "conversations": [ + { + "from": "human", + "value": "Which orange has more thermal energy?\nContext: Two oranges are identical except for their temperatures.\nOptions: (A) the colder orange (B) the hotter orange" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two oranges are made of the same material and have the same mass. So, the hotter orange has more thermal energy. The answer is B." + } + ] + }, + { + "id": "5606", + "image": "5606\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) rough (B) stretchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The pineapple is rough.\nA stretchy object gets longer when you pull on it. The pineapple is not stretchy. The answer is A." + } + ] + }, + { + "id": "5611", + "image": "5611\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Diane and Sofia's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDiane and Sofia were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if a new batch of concrete was firm enough to use (B) if the concrete from each batch took the same amount of time to dry\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "5618", + "image": "5618\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Brennan's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nBrennan was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40\u00b0C. Brennan wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50\u00b0C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50\u00b0C.\nFigure: a weather station.\nOptions: (A) if the weather station would work when the temperature was 50\u00b0C (B) how well the weather station would work when it was windy\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "5623", + "image": "5623\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in the snow?\nContext: Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.\nFigure: short-tailed weasel.\nOptions: (A) Arctic fox (B) screech owl\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the short-tailed weasel.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.\nThis screech owl has gray and brown feathers on its skin. It is not adapted to be camouflaged in the snow. The answer is A." + } + ] + }, + { + "id": "5625", + "image": "5625\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which term matches the picture?\nContext: Read the text.\nThe way an animal looks can help to keep it safe from predators. Some animals use camouflage. These animals may blend into their environments so that it is hard for them to be seen.\nOther animals find safety in being seen. Many venomous animals, for example, have brightly colored skins that warn off predators.\nFinally, some animals may use mimicry to stay safe. These animals look like, or mimic, venomous animals so that predators will stay away.\nOptions: (A) camouflage (B) mimicry\n" + }, + { + "from": "gpt", + "value": "Camouflage is at work when an animal is hard to see because it looks like its environment. For example, some butterflies look like leaves, so they are better hidden from predators. The answer is A." + } + ] + }, + { + "id": "5634", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) The friends walk on the beach. (B) Sacramento is the capital of California the state government meets there." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Sacramento is the capital of California the state government meets there is a run-on sentence. It has two sentences that are joined without end punctuation: Sacramento is the capital of California and The state government meets there. The answer is B." + } + ] + }, + { + "id": "5637", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Savannah investigate with an experiment?\nContext: Savannah has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:\none type of squash seeds\nfour large clay pots\nsoil\na compost pile\nwater\nOptions: (A) Do squash plants grow larger if the seeds are planted in small pots or in large pots? (B) If squash seeds and tomato seeds are planted with compost, which type of plant grows larger? (C) Do squash plants grow larger if the seeds are planted with compost or without compost?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "5639", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) When Megan ran into Carly at the post office, she smiled and said hello. (B) Megan smiled and said hello when she ran into Carly at the post office." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun she could refer to Megan or Carly.\nWhen Megan ran into Carly at the post office, she smiled and said hello.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nMegan smiled and said hello when she ran into Carly at the post office. The answer is A." + } + ] + }, + { + "id": "5642", + "image": "5642\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Samoa (B) Nauru (C) Tonga (D) New Zealand\n" + }, + { + "from": "gpt", + "value": "This country is Samoa. The answer is A." + } + ] + }, + { + "id": "5648", + "image": "5648\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Bridgette was delivering two identical pizzas to a customer. While driving to the customer's house, Bridgette put one of the pizza boxes on top of the other one. This table shows how the temperature of each pizza changed over 15minutes.\nOptions: (A) the surroundings . . . each pizza (B) each pizza . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings. The answer is B." + } + ] + }, + { + "id": "5651", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a water pitcher?\nContext: Select the best estimate.\nOptions: (A) 11 fluid ounces (B) 11 gallons (C) 11 cups" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a water pitcher is 11 cups.\n11 fluid ounces is too little and 11 gallons is too much. The answer is C." + } + ] + }, + { + "id": "5663", + "image": "5663\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) propane (B) hydrazine (C) iodine\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C." + } + ] + }, + { + "id": "5664", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a can of soda pop?\nContext: Select the better estimate.\nOptions: (A) 345 milliliters (B) 345 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a can of soda pop is 345 milliliters.\n345 liters is too much. The answer is A." + } + ] + }, + { + "id": "5667", + "image": "5667\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of West Virginia?\nContext: N/A\nOptions: (A) Tucson (B) Charleston (C) Jackson (D) Billings\n" + }, + { + "from": "gpt", + "value": "Charleston is the capital of West Virginia. The answer is B." + } + ] + }, + { + "id": "5671", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nThe first car that Mr. Castro bought is still the most precious in his collection it's a 1971 Chevrolet Chevelle.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.\nThe first car that Mr. Castro bought is still the most precious in his collection it's a 1971 Chevrolet Chevelle.\nHere is one way to fix the run-on sentence:\nThe first car that Mr. Castro bought is still the most precious in his collection; it's a 1971 Chevrolet Chevelle. The answer is A." + } + ] + }, + { + "id": "5674", + "image": "5674\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the black howler.\nContext: This organism is a black howler. Its scientific name is Alouatta caraya.\nOptions: (A) Ovis orientalis (B) Alouatta caraya (C) Ovis canadensis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A black howler's scientific name is Alouatta caraya.\nOvis orientalis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis orientalis are not in the same species.\nOvis canadensis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis canadensis are not in the same species.\nAlouatta caraya has the same scientific name as a black howler. So, these organisms are in the same species. The answer is B." + } + ] + }, + { + "id": "5683", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) back (B) tune (C) pack" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words pack and back rhyme. They both end with the ack sound.\nThe word tune does not rhyme. It ends with a different sound. The answer is B." + } + ] + }, + { + "id": "5691", + "image": "5691\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) sweet (B) sour (C) blue\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. None of the objects are blue.\nSugar has a sweet taste. All three objects are sweet.\nA lemon has a sour taste. None of the objects are sour.\nThe property that all three objects have in common is sweet. The answer is A." + } + ] + }, + { + "id": "5694", + "image": "5694\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Jersey?\nContext: N/A\nOptions: (A) Providence (B) Trenton (C) Jersey City (D) Concord\n" + }, + { + "from": "gpt", + "value": "Trenton is the capital of New Jersey. The answer is B." + } + ] + }, + { + "id": "5696", + "image": "5696\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Papua New Guinea (C) Fiji (D) New Zealand\n" + }, + { + "from": "gpt", + "value": "This country is New Zealand. The answer is D." + } + ] + }, + { + "id": "5697", + "image": "5697\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Massachusetts (B) Virginia (C) Maryland (D) Rhode Island\n" + }, + { + "from": "gpt", + "value": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is A." + } + ] + }, + { + "id": "5698", + "image": "5698\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which term matches the picture?\nContext: Read the text.\nIn the sciences, it's important to distinguish between the accuracy and precision of measurements. Accuracy refers to how close measured values are to a true value. Precision refers to how close measured values are to each other. A common metaphor used to illustrate the difference between these terms is a bull's-eye, or target. Darts thrown accurately at a bull's-eye all hit close to the center of the target but not necessarily close to each other. Darts thrown precisely at a bull's-eye, by contrast, all hit the same spot but not necessarily at the center of the bull's-eye.\nOptions: (A) accuracy (B) precision\n" + }, + { + "from": "gpt", + "value": "Precision refers to how close measurements are to each other. On a bull's-eye, a series of precise dart throws would all cluster around the same spot. The answer is B." + } + ] + }, + { + "id": "5710", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a bottle of hair spray?\nContext: Select the best estimate.\nOptions: (A) 10 fluid ounces (B) 10 gallons (C) 10 cups" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a bottle of hair spray is 10 fluid ounces.\n10 cups and 10 gallons are both too much. The answer is A." + } + ] + }, + { + "id": "5711", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Last night we heard an owl outside in the oak tree. (B) Susan finished her book, but she got two more from the library." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nSusan finished her book, but she got two more from the library. The answer is B." + } + ] + }, + { + "id": "5720", + "conversations": [ + { + "from": "human", + "value": "Which confirmation text message is more formal?\nContext: N/A\nOptions: (A) Thanks 4 confirming your appt. C U on Mon, 1/17 @ 10. (B) Thank you for confirming your appointment. We'll see you on Monday, January 17, at 10 A.M." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second confirmation text message is more formal. It avoids abbreviations (4, ur, C, U, Mon) and writes out \"@.\" The answer is B." + } + ] + }, + { + "id": "5722", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Amy asked Annie to make a flourless chocolate cake for their book club meeting because she has a gluten allergy. (B) Because Annie has a gluten allergy, Amy asked her to make a flourless chocolate cake for their book club meeting." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun she could refer to Amy or Annie.\nAmy asked Annie to make a flourless chocolate cake for their book club meeting because she has a gluten allergy.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nBecause Annie has a gluten allergy, Amy asked her to make a flourless chocolate cake for their book club meeting. The answer is A." + } + ] + }, + { + "id": "5724", + "conversations": [ + { + "from": "human", + "value": "Select the invertebrate.\nContext: Hint: Insects, spiders, and worms are invertebrates.\nOptions: (A) cat (B) orb weaver" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body. Like other spiders, an orb weaver is an invertebrate. It does not have a backbone. It has a hard outer cover.\nA cat is a mammal. Like other mammals, a cat is a vertebrate. It has a backbone. The answer is B." + } + ] + }, + { + "id": "5725", + "image": "5725\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in the snow?\nContext: Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.\nFigure: short-tailed weasel.\nOptions: (A) polar bear (B) porcupine\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the short-tailed weasel.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe polar bear has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe porcupine has black-and-white spines covering its body. It is not adapted to be camouflaged in the snow. The answer is A." + } + ] + }, + { + "id": "5726", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Bullseye's phenotype for the fur color trait?\nContext: In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.\nBullseye, a Labrador retriever from this group, has brown fur. Bullseye has two alleles for brown fur.\nOptions: (A) ff (B) brown fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Bullseye's observable version of the fur color trait is brown fur. So, Bullseye's phenotype for the fur color trait is brown fur. The answer is B." + } + ] + }, + { + "id": "5734", + "conversations": [ + { + "from": "human", + "value": "Would you find the word accuse on a dictionary page with the following guide words?\nanother - away\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince accuse is not between the guide words another - away, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "5736", + "image": "5736\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Minnesota?\nContext: N/A\nOptions: (A) Saint Paul (B) Columbus (C) Lincoln (D) San Francisco\n" + }, + { + "from": "gpt", + "value": "Saint Paul is the capital of Minnesota. The answer is A." + } + ] + }, + { + "id": "5747", + "conversations": [ + { + "from": "human", + "value": "What does the allusion in this text suggest?\nWith the gutters clogged and water rising in the streets, Christine, who was watching the storm from her window, commented, \"We're going to need an ark to get out of here.\"\nContext: N/A\nOptions: (A) Christine wants to protect her possessions. (B) Christine thinks the storm will cause major flooding." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion to an ark suggests that Christine thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds. The answer is B." + } + ] + }, + { + "id": "5748", + "image": "5748\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Virginia (B) South Carolina (C) Idaho (D) Connecticut\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west. The answer is C." + } + ] + }, + { + "id": "5755", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) The United States government can collect taxes. (B) People are taxed too much." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nThe United States government can collect taxes.\nIt can be proved by looking at a list of government powers.\nThe second sentence states an opinion.\nPeople are taxed too much.\nToo much shows what a person believes, thinks, or feels. Another person might have a different opinion about what level of taxes is too much. The answer is A." + } + ] + }, + { + "id": "5761", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nSomeone will raise the flag in the morning.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, raise. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "5770", + "image": "5770\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) fragile (B) transparent (C) opaque\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. All four objects are fragile.\nAn opaque object does not let light through. The ceramic plate is opaque, but the icicle, the window, and the glass are not.\nYou can see clearly through a transparent object. The window and the glass are transparent, but the ceramic plate is not.\nThe property that all four objects have in common is fragile. The answer is A." + } + ] + }, + { + "id": "5774", + "image": "5774\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\n75% of the planets are made mainly of rock.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that four out of the eight planets are made mainly of rock. So, one-half, or 50%, of the planets are made mainly of rock. The answer is B." + } + ] + }, + { + "id": "5781", + "image": "5781\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) neither; the samples have the same temperature (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "5789", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) Quartz is a pure substance. It is formed in nature. (B) Hornblende is formed in nature. It is a solid. (C) A skull is not a pure substance. It is formed in nature." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nA skull is not a pure substance. But all minerals are pure substances.\nSo, a skull is not a mineral.\nQuartz is a mineral.\nHornblende is a mineral. The answer is C." + } + ] + }, + { + "id": "5795", + "image": "5795\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Hampshire?\nContext: N/A\nOptions: (A) Boston (B) Manchester (C) Des Moines (D) Concord\n" + }, + { + "from": "gpt", + "value": "Concord is the capital of New Hampshire. The answer is D." + } + ] + }, + { + "id": "5801", + "image": "5801\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arizona?\nContext: N/A\nOptions: (A) Phoenix (B) Sacramento (C) Cheyenne (D) Tucson\n" + }, + { + "from": "gpt", + "value": "Phoenix is the capital of Arizona. The answer is A." + } + ] + }, + { + "id": "5805", + "image": "5805\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) New Zealand (C) Kiribati (D) the Marshall Islands\n" + }, + { + "from": "gpt", + "value": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is D." + } + ] + }, + { + "id": "5806", + "image": "5806\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Missouri (B) Wyoming (C) Delaware (D) Texas\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south. The answer is D." + } + ] + }, + { + "id": "5808", + "conversations": [ + { + "from": "human", + "value": "Select the action that doesn't belong.\nContext: N/A\nOptions: (A) tell (B) say (C) announce (D) write" + }, + { + "from": "gpt", + "value": "Write doesn't belong.\nTell, announce, and say all name ways to speak aloud. The answer is D." + } + ] + }, + { + "id": "5812", + "image": "5812\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is A." + } + ] + }, + { + "id": "5816", + "image": "5816\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Kevin and Aaliyah trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKevin and Aaliyah open their lunch boxes in the school cafeteria. Neither Kevin nor Aaliyah got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nKevin's lunch Aaliyah's lunch\nOptions: (A) Aaliyah can trade her broccoli for Kevin's oranges. (B) Kevin can trade his tomatoes for Aaliyah's broccoli. (C) Kevin can trade his tomatoes for Aaliyah's carrots. (D) Aaliyah can trade her almonds for Kevin's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nKevin wants broccoli. Aaliyah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "5828", + "image": "5828\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Stanley's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nStanley, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Stanley thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.\nSo, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.\nFigure: fabric that has not absorbed drops of water.\nOptions: (A) if the sample fabric would absorb one drop of water in less than one second (B) how long it would take the sample fabric to dry after it absorbed one drop of water (C) how much athletes would sweat in the fabric\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "5830", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) street lamp (B) spruce tree" + }, + { + "from": "gpt", + "value": "All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. Living things use this energy to grow and change. All living things grow and change during their lives.\nAll living things sense changes in the world around them. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A spruce tree is a living thing.\nSpruce trees grow and respond to the world around them. They need food and water.\nSpruce trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.\nA street lamp is not a living thing.\nStreet lamps do not have all of the traits of living things. They do not grow or respond to the world around them. They do not need food or water. The answer is B." + } + ] + }, + { + "id": "5836", + "image": "5836\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Antarctica (B) Asia (C) Australia (D) Africa\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is C." + } + ] + }, + { + "id": "5840", + "conversations": [ + { + "from": "human", + "value": "Which bath towel has more thermal energy?\nContext: Two 475-gram bath towels are identical except for their temperatures.\nOptions: (A) the hotter bath towel (B) the colder bath towel" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two bath towels are made of the same material and have the same mass. So, the hotter bath towel has more thermal energy. The answer is A." + } + ] + }, + { + "id": "5845", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nMr. McDowell gave a lecture on water conservation, during which he stressed the importance of not watering lawns during a drought.\nContext: N/A\nOptions: (A) exclamatory (B) declarative (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is B." + } + ] + }, + { + "id": "5859", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAs a result of the recent merger, twenty people in the regional sales division were let go. Most of the work will now be done by the marketing team.\nContext: N/A\nOptions: (A) euphemism (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nLet go is an indirect and more polite way of saying fired. The answer is A." + } + ] + }, + { + "id": "5864", + "image": "5864\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Anita and Gabby's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nAnita and Gabby were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if the concrete from each batch took the same amount of time to dry (B) if a new batch of concrete was firm enough to use\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "5871", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a paper drinking cup?\nContext: Select the better estimate.\nOptions: (A) 150 liters (B) 150 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a paper drinking cup is 150 milliliters.\n150 liters is too much. The answer is B." + } + ] + }, + { + "id": "5876", + "conversations": [ + { + "from": "human", + "value": "How long is a garden snail?\nContext: Select the best estimate.\nOptions: (A) 35 millimeters (B) 35 centimeters (C) 35 meters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a garden snail is 35 millimeters.\n35 centimeters and 35 meters are both too long. The answer is A." + } + ] + }, + { + "id": "5880", + "conversations": [ + { + "from": "human", + "value": "What does Holi celebrate?\nContext: N/A\nOptions: (A) the beginning of the school year (B) the birthday of India's first president (C) the beginning of spring (D) Nepal's independence day" + }, + { + "from": "gpt", + "value": "Holi celebrates the beginning of spring. The holiday takes place over two days in late February or early March. After winter, people are excited for the warmth and bright colors that come with spring. The answer is C." + } + ] + }, + { + "id": "5881", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) bad kitty for President (B) Bad Kitty for President" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word for is not important, so it should not be capitalized.\nThe correct title is Bad Kitty for President. The answer is B." + } + ] + }, + { + "id": "5886", + "image": "5886\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA rabbit is an example of a mammal.\nOptions: (A) wombat (B) barn owl (C) flamingo (D) ocean sunfish\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A wombat is a mammal. It has fur and feeds its young milk.\nWombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.\nA barn owl is a bird. It has feathers, two wings, and a beak.\nBarn owls live on every continent except Antarctica.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nAn ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun. The answer is A." + } + ] + }, + { + "id": "5888", + "image": "5888\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "5889", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) crayon (B) ferris wheel (C) toy car (D) hedge maze" + }, + { + "from": "gpt", + "value": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A toy car is not a living thing.\nIf this toy car is wound up, it will roll forward. But toy cars do not have all of the traits of living things. They do not grow. They do not need food or water.\nA hedge maze is a living thing.\nHedge mazes grow and respond to their environment. They need food and water. Hedge mazes are made up of many cells.\nHedge mazes are made from shrubs. People cut the shrubs into shapes that form a maze.\nA ferris wheel is not a living thing.\nA ferris wheel does not have all the traits of a living thing. It moves in a circle, but it does not grow. It does not need food or water.\nA crayon is not a living thing.\nCrayons do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water. The answer is D." + } + ] + }, + { + "id": "5890", + "image": "5890\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Delaware?\nContext: N/A\nOptions: (A) Harrisburg (B) Dover (C) Wilmington (D) Georgetown\n" + }, + { + "from": "gpt", + "value": "Dover is the capital of Delaware. The answer is B." + } + ] + }, + { + "id": "5893", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nEric remarked that the new book on anti-gravity was impossible to put down.\nContext: N/A\nOptions: (A) pun (B) alliteration" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nImpossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down. The answer is A." + } + ] + }, + { + "id": "5900", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Ms. Meyer has several important proposals to discuss at the next city council meeting. (B) There are some things that Ms. Meyer wants to bring up at the next city council meeting." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).\nThe second sentence uses more precise language, so it is more formal overall. The answer is A." + } + ] + }, + { + "id": "5901", + "conversations": [ + { + "from": "human", + "value": "Would you find the word shower on a dictionary page with the following guide words?\nseven - strange\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince shower is between the guide words seven - strange, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "5903", + "conversations": [ + { + "from": "human", + "value": "Would you find the word scooter on a dictionary page with the following guide words?\nshop - swept\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince scooter is not between the guide words shop - swept, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "5912", + "image": "5912\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "5913", + "image": "5913\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the reptile below.\nContext: Reptiles have scaly, waterproof skin. Most reptiles live on land. A Galapagos giant tortoise is an example of a reptile.\nOptions: (A) dwarf crocodile (B) gorilla\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A dwarf crocodile is a reptile. It has scaly, waterproof skin.\nA gorilla is a mammal. It has fur and feeds its young milk. The answer is A." + } + ] + }, + { + "id": "5919", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nJosie entered the bustling, aromatic spice market in Istanbul and said to her travel companion, \"We're not in Kansas anymore.\"\nContext: N/A\nOptions: (A) a movie (B) a poem" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion We're not in Kansas anymore is a movie.\nIn the 1939 film The Wizard of Oz, Dorothy, a young farm girl from Kansas, finds herself in Oz, an unusual place that looks nothing like her home. She says to her dog, \"Toto, I've a feeling we're not in Kansas anymore.\"\nThe allusion We're not in Kansas anymore means we're in an unfamiliar place. The answer is A." + } + ] + }, + { + "id": "5922", + "image": "5922\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Ivan's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nIvan, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Ivan thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.\nSo, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.\nFigure: fabric that has not absorbed drops of water.\nOptions: (A) how much athletes would sweat in the fabric (B) how long it would take the sample fabric to dry after it absorbed one drop of water (C) if the sample fabric would absorb one drop of water in less than one second\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "5925", + "image": "5925\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to catch insects?\nContext: Common swifts eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.\nFigure: common swift.\nOptions: (A) hanging parrot (B) barn swallow\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the common swift.\nA short, thin beak is light and easy to move. The common swift uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe barn swallow has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds. The answer is B." + } + ] + }, + { + "id": "5933", + "image": "5933\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the tawny owl.\nContext: This organism is a tawny owl. Its scientific name is Strix aluco.\nOptions: (A) Cyanocitta cristata (B) Strix aluco (C) Goura cristata\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A tawny owl's scientific name is Strix aluco. The first word of its scientific name is Strix.\nGoura cristata is in the genus Goura. The first word of its scientific name is Goura. So, Goura cristata and Strix aluco are not in the same genus.\nThis organism and the tawny owl are in the same genus and the same species! Both organisms have the same scientific name, Strix aluco.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Strix aluco are not in the same genus. The answer is B." + } + ] + }, + { + "id": "5934", + "image": "5934\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Tennessee?\nContext: N/A\nOptions: (A) Wilmington (B) Nashville (C) Columbia (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Nashville is the capital of Tennessee. The answer is B." + } + ] + }, + { + "id": "5940", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Paddling a kayak down a river is the most unforgettable experience. (B) For thousands of years, the natives of Greenland used kayaks for hunting and fishing." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The second sentence states a fact.\nFor thousands of years, the natives of Greenland used kayaks for hunting and fishing.\nIt can be proved by reading a book about Greenland history.\nThe first sentence states an opinion.\nPaddling a kayak down a river is the most unforgettable experience.\nMost unforgettable shows what a person believes, thinks, or feels. Another person might have a different opinion about what an experience is like. The answer is B." + } + ] + }, + { + "id": "5946", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word nauseous in its traditional sense?\nContext: N/A\nOptions: (A) Lara's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair. (B) Lara's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses nauseous in its traditional sense: causing disgust or nausea.\nLara's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nLara's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "5956", + "image": "5956\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "5959", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a short story?\nContext: N/A\nOptions: (A) \"The Wolf in Sheep's clothing\" (B) \"The Wolf in Sheep's Clothing\"" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.\nThe correct title is \"The Wolf in Sheep's Clothing.\" The answer is B." + } + ] + }, + { + "id": "5961", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nKrysta has no school spirit\u2014she never comes to any of our football games.\nContext: N/A\nOptions: (A) false dichotomy: an argument that presents only two choices when more options exist (B) appeal to nature: the assumption that natural things are always good" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Krysta doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Krysta doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy. The answer is A." + } + ] + }, + { + "id": "5975", + "conversations": [ + { + "from": "human", + "value": "Which is more flexible?\nContext: N/A\nOptions: (A) tape (B) plastic ball" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the tape is more flexible. If you bend a piece of tape, it will not break. The answer is A." + } + ] + }, + { + "id": "5978", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbleaching clothes\na piece of apple turning brown\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are caused by cooling. (C) Both are chemical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBleaching clothes is a chemical change. The bleach reacts with dark stains on the clothes. The reaction changes the stains into different types of matter that wash away easily.\nA piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.\nIf you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "5981", + "image": "5981\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oklahoma?\nContext: N/A\nOptions: (A) Jackson (B) Oklahoma City (C) Concord (D) Birmingham\n" + }, + { + "from": "gpt", + "value": "Oklahoma City is the capital of Oklahoma. The answer is B." + } + ] + }, + { + "id": "5986", + "image": "5986\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) bouncy (B) transparent (C) slippery\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The wet bar of soap is not transparent.\nA bouncy object will bounce back from the floor if you drop it. The wet bar of soap and the jello are not bouncy.\nA slippery object is hard to hold onto or stand on. All three objects are slippery.\nThe property that all three objects have in common is slippery. The answer is C." + } + ] + }, + { + "id": "5990", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this Channel catfish's phenotype for the body color trait?\nContext: In a group of Channel catfish, some individuals have a brown body and others have a white body. In this group, the gene for the body color trait has two alleles. The allele B is for a brown body, and the allele b is for a white body.\nA certain Channel catfish from this group has a brown body. This catfish has two alleles for a brown body.\nOptions: (A) a brown body (B) BB" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The Channel catfish's observable version of the body color trait is a brown body. So, the catfish's phenotype for the body color trait is a brown body. The answer is A." + } + ] + }, + { + "id": "5991", + "image": "5991\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the bear sedge?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) collared lemming (B) grizzly bear\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bear sedge.\nArrows point to the grizzly bear from the bilberry and the barren-ground caribou. The only arrow pointing to the barren-ground caribou starts from the lichen. No arrow points to the lichen or the bilberry. So, in this food web, matter does not move from the bear sedge to the grizzly bear. The answer is A." + } + ] + }, + { + "id": "5992", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Dominic inherited this trait?\nContext: Read the description of a trait.\nDominic has blond hair.\nOptions: (A) Dominic's mother cuts his hair every month. (B) Dominic's parents have blond hair. They passed down this trait to Dominic." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "5994", + "image": "5994\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Iguazu Falls.\nIguazu Falls is one of the largest waterfalls in the world. It is located in South America. Low rainfall in 1978 caused the falls to run dry that year.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIguazu Falls is one of the largest waterfalls in the world. It is located in South America. Low rainfall in 1978 caused the falls to run dry that year.\nThe underlined part of the passage tells you about the amount of precipitation that fell near Iguazu Falls in 1978. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "5995", + "image": "5995\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to crack hard seeds?\nContext: Hawfinches eat small, hard seeds. The shape of the 's beak is adapted to crack open small, hard seeds.\nFigure: hawfinch.\nOptions: (A) common swift (B) Asian golden weaver\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the hawfinch.\nThe hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds. The hawfinch uses its short, thick beak to press down on a seed and crack open its hard shell.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe Asian golden weaver has a short, thick beak. Its beak is adapted to crack hard seeds.\nThe common swift has a short, thin beak. Its beak is not adapted to crack hard seeds. The common swift uses its beak to eat insects and other small invertebrates. The answer is B." + } + ] + }, + { + "id": "5998", + "image": "5998\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Spokane (B) Seattle (C) Olympia (D) Phoenix\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is C." + } + ] + }, + { + "id": "6001", + "image": "6001\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nHalf of the planets are made mainly of gas or ice.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice. The answer is B." + } + ] + }, + { + "id": "6005", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Wombats eat plants. (B) Maple trees have star-shaped leaves." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A wombat is an animal. It eats plants.\nWombats have strong claws. They use their claws to dig tunnels called burrows.\nA maple tree is a plant. It has star-shaped leaves.\nMaple trees have green leaves in the spring and summer. In the fall, their leaves turn yellow, red, or brown. The answer is A." + } + ] + }, + { + "id": "6008", + "image": "6008\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Missouri (B) Illinois (C) Indiana (D) Michigan\n" + }, + { + "from": "gpt", + "value": "This state is Missouri. The answer is A." + } + ] + }, + { + "id": "6020", + "image": "6020\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the lichen?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) grizzly bear (B) bear sedge\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nNo arrow points to the bear sedge. So, in this food web, matter does not move from the lichen to the bear sedge. The answer is A." + } + ] + }, + { + "id": "6023", + "image": "6023\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait do African wild dogs have?\nContext: This picture shows two African wild dogs. \nAfrican wild dogs live in groups called packs. Between 3 and 20 adult African wild dogs live together in a pack.\nOptions: (A) They live in packs with thousands of other African wild dogs. (B) They have four legs.\n" + }, + { + "from": "gpt", + "value": "Both the picture and the text tell you about the traits of African wild dogs. Start with the picture.\nThese African wild dogs have black, brown, and white fur. They also have four legs and two ears.\nNext, read the text about African wild dogs.\nAfrican wild dogs live in groups called packs. Between 3 and 20 adult African wild dogs live together in a pack.\nAfrican wild dogs do live in groups. But the groups are not made up of thousands of dogs. The answer is B." + } + ] + }, + { + "id": "6028", + "image": "6028\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this door made of?\nContext: N/A\nOptions: (A) wood (B) cardboard\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the door.\nThis door is made of two different materials. The body of the door is made of wood. The door knob is made of metal.\nNot all doors are made of wood. The body of a door can be made of metal or even glass. The answer is A." + } + ] + }, + { + "id": "6029", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAn avid reader, Philip attends weekly book club meetings, and he finishes several novels every month.\nContext: N/A\nOptions: (A) compound-complex (B) simple (C) complex (D) compound" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAn avid reader, Philip attends weekly book club meetings, and he finishes several novels every month. The answer is D." + } + ] + }, + { + "id": "6037", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nSenator Fischer announced today that she plans to cut funding to early childhood education programs. The last thing we need is a government official who hates children!\nContext: N/A\nOptions: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Fischer hates children, because she wants to cut education funding. However, the fact that Senator Fischer wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man. The answer is A." + } + ] + }, + { + "id": "6046", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nThe judge frequently described her life as a Cinderella story.\nContext: N/A\nOptions: (A) a fairy tale (B) Roman mythology" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion a Cinderella story is a fairy tale.\nThe character Cinderella, from the fairy tale of the same name, transforms from a disrespected and neglected young woman to the wife of a prince.\nThe allusion a Cinderella story means a dramatic gain in wealth or status. The answer is A." + } + ] + }, + { + "id": "6051", + "image": "6051\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Vincent and the Grenadines (B) The Bahamas (C) Cuba (D) Haiti\n" + }, + { + "from": "gpt", + "value": "This country is The Bahamas. The answer is B." + } + ] + }, + { + "id": "6052", + "conversations": [ + { + "from": "human", + "value": "Select the plant.\nContext: N/A\nOptions: (A) Orange trees can grow fruit. (B) Orcas swim in the ocean." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. An orange tree is a plant. It can grow fruit.\nOrange trees grow in sunny, warm places. They can be damaged by cold weather.\nAn orca is an animal. It swims in the ocean.\nOrcas are also called killer whales. They hunt fish and other animals that live in the ocean. The answer is A." + } + ] + }, + { + "id": "6054", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Carson acquired this trait?\nContext: Read the description of a trait.\nCarson is good at identifying insects.\nOptions: (A) Carson learned to identify insects by reading many books about insects. (B) Carson likes to look at butterflies and beetles." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "6072", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Sage's phenotype for the coat color trait?\nContext: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).\nSage is a horse from this group. Sage has the homozygous genotype ll for the coat color gene.\nOptions: (A) a black coat (B) a reddish-brown coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Sage's genotype for the coat color gene is ll. Sage's genotype of ll has only l alleles. The l allele is for a reddish-brown coat. So, Sage's phenotype for the coat color trait must be a reddish-brown coat.\nTo check this answer, consider whether Sage's alleles are dominant or recessive. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.\nSage's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Sage's phenotype for the coat color trait must be a reddish-brown coat. The answer is B." + } + ] + }, + { + "id": "6078", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nChristina has a scar on her right elbow.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "6083", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) A famous group will sing here on Saturday. (B) Mars has a special name it is called the red planet." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. A famous group will sing here on Saturday is a complete sentence. The subject is a famous group, and the verb is will sing. The answer is A." + } + ] + }, + { + "id": "6091", + "image": "6091\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.\nContext: The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.\nOptions: (A) to the left than to the right (B) to the right than to the left\n" + }, + { + "from": "gpt", + "value": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is A." + } + ] + }, + { + "id": "6092", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) the Elephant man (B) The Elephant Man" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between.\nThe correct title is The Elephant Man. The answer is B." + } + ] + }, + { + "id": "6096", + "image": "6096\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the agile wallaby.\nContext: This organism is an agile wallaby. Its scientific name is Macropus agilis.\nOptions: (A) Macropus agilis (B) Hyla cinerea (C) Lacerta agilis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.\nHyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Macropus agilis are not in the same genus.\nLacerta agilis and Macropus agilis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Lacerta agilis and Macropus agilis have the same species name within their genus, agilis. But the first words of their scientific names are different. Lacerta agilis is in the genus Lacerta, and Macropus agilis is in the genus Macropus.\nThis organism and the agile wallaby are in the same genus and the same species! Both organisms have the same scientific name, Macropus agilis. The answer is A." + } + ] + }, + { + "id": "6099", + "image": "6099\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is A." + } + ] + }, + { + "id": "6112", + "image": "6112\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Spokane (B) Seattle (C) Jefferson City (D) Olympia\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is D." + } + ] + }, + { + "id": "6115", + "image": "6115\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month has the lowest average precipitation in London?\nContext: Use the graph to answer the question below.\nOptions: (A) November (B) July (C) May\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in London, look at the graph.\nChoice \"May\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 45 millimeters. This is lower than in any other month. So, July has the lowest average precipitation. The answer is B." + } + ] + }, + { + "id": "6116", + "conversations": [ + { + "from": "human", + "value": "Would you find the word since on a dictionary page with the following guide words?\nserape - spice\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince since is between the guide words serape - spice, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "6118", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Steve investigate with an experiment?\nContext: Steve has a pet lizard. Steve notices that on some days, the lizard is active and runs around the tank. On other days, the lizard hardly moves at all. Steve wonders what factors affect how active his lizard is. So, he decides to design an experiment. He has the following supplies available:\none pet lizard\nlive crickets\nlive mealworms\none heating lamp\nOptions: (A) Is the pet lizard more active when its tank is heated with one heating lamp or with two heating lamps? (B) Is the pet lizard more active when it is fed crickets or mealworms? (C) Is the pet lizard more active when it is fed insects or lettuce?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "6120", + "image": "6120\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) The Bahamas (B) Trinidad and Tobago (C) Cuba (D) Grenada\n" + }, + { + "from": "gpt", + "value": "This country is Trinidad and Tobago. The answer is B." + } + ] + }, + { + "id": "6123", + "image": "6123\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the green tree frog.\nContext: This organism is a green tree frog. Its scientific name is Hyla cinerea.\nOptions: (A) Ardea cinerea (B) Strix aluco (C) Hyla cinerea\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A green tree frog's scientific name is Hyla cinerea. The first word of its scientific name is Hyla.\nThis organism and the green tree frog are in the same genus and the same species! Both organisms have the same scientific name, Hyla cinerea.\nArdea cinerea and Hyla cinerea are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ardea cinerea and Hyla cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Ardea cinerea is in the genus Ardea, and Hyla cinerea is in the genus Hyla.\nStrix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Hyla cinerea are not in the same genus. The answer is C." + } + ] + }, + { + "id": "6125", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Moxie's phenotype for the wool color trait?\nContext: In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele for black wool (l) is recessive to the allele for white wool (L).\nMoxie is a sheep from this group. Moxie has the homozygous genotype ll for the wool color gene.\nOptions: (A) black wool (B) white wool" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Moxie's genotype for the wool color gene is ll. Moxie's genotype of ll has only l alleles. The l allele is for black wool. So, Moxie's phenotype for the wool color trait must be black wool.\nTo check this answer, consider whether Moxie's alleles are dominant or recessive. The allele for black wool (l) is recessive to the allele for white wool (L). This means L is a dominant allele, and l is a recessive allele.\nMoxie's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Moxie's phenotype for the wool color trait must be black wool. The answer is A." + } + ] + }, + { + "id": "6127", + "conversations": [ + { + "from": "human", + "value": "Which is a complex sentence?\nContext: N/A\nOptions: (A) In June, Gabrielle and Jon will graduate with honors from Millersburg High School. (B) If we hike Bright Angel Trail in the Grand Canyon, we won't see Mooney Falls." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.\nIf we hike Bright Angel Trail in the Grand Canyon, we won't see Mooney Falls. The answer is B." + } + ] + }, + { + "id": "6129", + "image": "6129\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Utah (B) Montana (C) California (D) Idaho\n" + }, + { + "from": "gpt", + "value": "This state is Utah. The answer is A." + } + ] + }, + { + "id": "6133", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Bison eat mostly grass. (B) Pear trees have green leaves." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A pear tree is a plant. It has green leaves.\nWild pear trees grow in Europe, north Africa, and Asia.\nA bison is an animal. It eats mostly grass.\nBison can use their horns to defend themselves. The answer is A." + } + ] + }, + { + "id": "6138", + "conversations": [ + { + "from": "human", + "value": "Which sentence uses a metaphor?\nContext: N/A\nOptions: (A) Mr. Casey's long legs were sunflower stalks. (B) Mr. Casey's legs were as long as sunflower stalks." + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nMr. Casey's long legs were sunflower stalks.\nThe words legs and sunflower stalks are compared without the word like or as.\nThis sentence uses a simile:\nMr. Casey's legs were as long as sunflower stalks.\nThe words legs and sunflower stalks are compared using the word as. The answer is A." + } + ] + }, + { + "id": "6144", + "image": "6144\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A toco toucan is an example of a bird.\nOptions: (A) great white shark (B) white stork\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A white stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years. The answer is B." + } + ] + }, + { + "id": "6145", + "image": "6145\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) North Dakota (B) Maine (C) Iowa (D) Kansas\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east. The answer is B." + } + ] + }, + { + "id": "6152", + "image": "6152\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this experiment, which were part of an experimental group?\nContext: The passage below describes an experiment.\n\nMartina had six air plants on her desk that were not growing. Once a week, she soaked the air plants in water. But she suspected that they needed more water. She wondered if spraying the air plants with water every day in addition to soaking them would help them grow.\nMartina measured the initial weight of all six air plants. Then, for the next month, she continued to soak all of the air plants once a week. She also sprayed three of the plants every day. At the end of the month, Martina measured the weights of the plants again.\nFigure: an air plant displayed on a rock.\nOptions: (A) the plants that were soaked in water and sprayed (B) the plants that were only soaked in water\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Martina investigated whether spraying air plants affects their growth. So, the plants that were soaked in water and sprayed were part of an experimental group.\nThe plants that were only soaked in water were not sprayed. So, they were not part of an experimental group. The answer is A." + } + ] + }, + { + "id": "6162", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nDevon has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter.\nContext: N/A\nOptions: (A) Devon has no time to eat well. (B) Devon has many responsibilities." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Devon has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is B." + } + ] + }, + { + "id": "6163", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nRachel has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter.\nContext: N/A\nOptions: (A) Rachel has many responsibilities. (B) Rachel has no time to eat well." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Rachel has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is A." + } + ] + }, + { + "id": "6164", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Hugo acquired this trait?\nContext: Read the description of a trait.\nHugo can ride a bicycle.\nOptions: (A) Hugo and his mother both ride bicycles. (B) Hugo rides his bicycle to school. (C) Hugo's friend showed him how to ride a bicycle." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "6179", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) The Livingston Daily Mail was forced to issue a retraction after printing a factoid about Livingston's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history. (B) A reporter for the Livingston Daily Mail dug up an amusing factoid about Livingston's founder while researching for an article about the town's early years." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nThe Livingston Daily Mail was forced to issue a retraction after printing a factoid about Livingston's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nA reporter for the Livingston Daily Mail dug up an amusing factoid about Livingston's founder while researching for an article about the town's early years.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "6184", + "conversations": [ + { + "from": "human", + "value": "Select the one true statement.\nContext: N/A\nOptions: (A) The nucleus of a plant cell does not have chromosomes. (B) The cell membrane stores nutrients, water, and waste in a plant cell. (C) The Golgi is outside the nucleus in a plant cell." + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "6185", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Cooper inherited this trait?\nContext: Read the description of a trait.\nCooper has straight hair.\nOptions: (A) Cooper's parents were born with straight hair. They passed down this trait to Cooper. (B) Cooper and his father both have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "6186", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nOn that winter morning, Brittany's hands were as cold as ice.\nContext: N/A\nOptions: (A) metaphor (B) simile" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. On that winter morning, Brittany's hands were as cold as ice.\nThe words hands and ice are compared using the word as. So, the sentence uses a simile. The answer is B." + } + ] + }, + { + "id": "6187", + "conversations": [ + { + "from": "human", + "value": "Would you find the word persuade on a dictionary page with the following guide words?\nprey - punch\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince persuade is not between the guide words prey - punch, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "6188", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) Over the summer, my cousin Reba visited many times. (B) Beavers build a dam they use sticks and branches." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Over the summer, my cousin Reba visited many times is a complete sentence. The subject is my cousin Reba, and the verb is visited. The answer is A." + } + ] + }, + { + "id": "6193", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Several competent city council members have been elected in Oakland, but the mayor's office has prevented the council members from significantly influencing policy. (B) The citizens of Oakland have elected several competent city council members, but the mayor's office has prevented them from significantly influencing policy." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun them could refer to the citizens or several competent city council members.\nThe citizens of Oakland have elected several competent city council members, but the mayor's office has prevented them from significantly influencing policy.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nSeveral competent city council members have been elected in Oakland, but the mayor's office has prevented the council members from significantly influencing policy. The answer is B." + } + ] + }, + { + "id": "6201", + "image": "6201\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Lamar's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nLamar was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Lamar had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Lamar checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.\nOptions: (A) whether the filter was clogged (B) the amount of bacteria in the water before it was filtered (C) whether an inexpensive filter would become clogged more often\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "6204", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) If the governor raises tolls on state highways, he may be in hot water with voters. (B) The governor may be in serious trouble with voters if he raises the tolls on state highways." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses an idiom (in hot water).\nThe first sentence uses formal language in place of the idiom, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "6207", + "image": "6207\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) South America (B) North America (C) Asia (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is B." + } + ] + }, + { + "id": "6212", + "image": "6212\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a horse produced by this cross will have a reddish-brown coat?\nContext: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l).\nThis Punnett square shows a cross between two horses.\nOptions: (A) 3/4 (B) 4/4 (C) 0/4 (D) 2/4 (E) 1/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is D." + } + ] + }, + { + "id": "6214", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) \"In an Old House\" (B) ***In an Old House***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A movie should be in italics.\nThe correct title is **In an Old House**. The answer is B." + } + ] + }, + { + "id": "6215", + "image": "6215\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a rabbit produced by this cross will have brown fur?\nContext: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).\nThis Punnett square shows a cross between two rabbits.\nOptions: (A) 0/4 (B) 4/4 (C) 2/4 (D) 3/4 (E) 1/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is C." + } + ] + }, + { + "id": "6219", + "image": "6219\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Kathleen and Susan's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nKathleen and Susan were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if a new batch of concrete was firm enough to use (B) if the concrete from each batch took the same amount of time to dry\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "6222", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na piece of pizza rotting in a trashcan\ncooking an egg\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by heating. (C) Both are caused by cooling. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of pizza rotting is a chemical change. The matter in the pizza breaks down and slowly turns into a different type of matter.\nCooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked eggs and raw eggs are made of different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nCooking is caused by heating. But a piece of pizza rotting is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "6223", + "image": "6223\\image.png", + "conversations": [ + { + "from": "human", + "value": "What evidence of a flood does this picture show?\nContext: This picture was taken during a flood. A flood can happen when an area gets a lot of rain in a short time.\nOptions: (A) The benches on the riverbank are partly underwater. (B) There are two benches beside the river.\n" + }, + { + "from": "gpt", + "value": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is A." + } + ] + }, + { + "id": "6232", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThere was a clear consensus in the Jefferson family that they should put their dog to sleep, rather than let him continue to suffer.\nContext: N/A\nOptions: (A) euphemism (B) paradox" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nPut their dog to sleep is a more indirect way of saying have the veterinarian kill their dog. The answer is A." + } + ] + }, + { + "id": "6245", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on Valeria are balanced. Which statement describes the forces on Valeria?\nContext: Valeria is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Valeria with a force of 600N. The seat of the cart is pushing up on Valeria with a force of 1,200N.\nOptions: (A) The forces are unbalanced, so there is a net force on Valeria. (B) The forces are balanced, so there is no net force on Valeria." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Valeria, look at the forces:\nEarth's gravity is pulling Valeria down with a force of 600 N.\nThe seat of the cart is pushing Valeria up with a force of 1,200 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Valeria. The answer is A." + } + ] + }, + { + "id": "6257", + "image": "6257\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the black-tailed jackrabbit.\nContext: This organism is a black-tailed jackrabbit. Its scientific name is Lepus californicus.\nOptions: (A) Lepus californicus (B) Erinaceus europaeus (C) Sciurus vulgaris\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A black-tailed jackrabbit's scientific name is Lepus californicus.\nLepus californicus has the same scientific name as a black-tailed jackrabbit. So, these organisms are in the same species.\nErinaceus europaeus does not have the same scientific name as a black-tailed jackrabbit. So, Lepus californicus and Erinaceus europaeus are not in the same species.\nSciurus vulgaris does not have the same scientific name as a black-tailed jackrabbit. So, Lepus californicus and Sciurus vulgaris are not in the same species. The answer is A." + } + ] + }, + { + "id": "6263", + "image": "6263\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Carolina?\nContext: N/A\nOptions: (A) Raleigh (B) Sacramento (C) Frankfort (D) Charlotte\n" + }, + { + "from": "gpt", + "value": "Raleigh is the capital of North Carolina. The answer is A." + } + ] + }, + { + "id": "6266", + "image": "6266\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nOf the four largest planets, three are made mainly of gas.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas. The answer is B." + } + ] + }, + { + "id": "6269", + "image": "6269\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this coat made of?\nContext: N/A\nOptions: (A) concrete (B) plastic\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the coat.\nThe coat is made of two materials. The buttons are made of plastic. The rest of the coat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes. The answer is B." + } + ] + }, + { + "id": "6278", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nI've heard that Kiara & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now.\nContext: N/A\nOptions: (A) euphemism (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nDownsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget. The answer is A." + } + ] + }, + { + "id": "6283", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Some mosquitoes carry germs that can cause diseases like yellow fever. (B) The worst diseases are spread to humans by mosquitoes." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The second sentence states a fact.\nSome mosquitoes carry germs that can cause diseases like yellow fever.\nIt can be proved by checking a website about mosquitos.\nThe first sentence states an opinion.\nThe worst diseases are spread to humans by mosquitoes.\nWorst shows what a person believes, thinks, or feels. Another person might have a different opinion about what the worst diseases are. The answer is A." + } + ] + }, + { + "id": "6290", + "image": "6290\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this coat made of?\nContext: N/A\nOptions: (A) glass (B) wool\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the coat.\nThe coat is made of two materials. The buckle is made of metal. The rest of the coat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes. The answer is B." + } + ] + }, + { + "id": "6291", + "image": "6291\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A peregrine falcon is an example of a bird.\nOptions: (A) flamingo (B) gray tree frog\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nA gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches. The answer is A." + } + ] + }, + { + "id": "6293", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a rock.\nContext: N/A\nOptions: (A) Steel is made in a factory. It is a solid. (B) Gabbro is not made by living things. It is a solid. (C) Rhyolite is a solid. It is formed in nature." + }, + { + "from": "gpt", + "value": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nRhyolite is a rock.\nSteel is made in a factory. But all rocks are formed in nature.\nSo, steel is not a rock.\nGabbro is a rock. The answer is A." + } + ] + }, + { + "id": "6304", + "image": "6304\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) smooth (B) scratchy (C) slippery\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. None of the objects are smooth.\nA slippery object is hard to hold onto or stand on. None of the objects are slippery.\nA scratchy object is rough and itchy against your skin. All three objects are scratchy.\nThe property that all three objects have in common is scratchy. The answer is B." + } + ] + }, + { + "id": "6306", + "image": "6306\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Naomi and Emilia trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNaomi and Emilia open their lunch boxes in the school cafeteria. Neither Naomi nor Emilia got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nNaomi's lunch Emilia's lunch\nOptions: (A) Emilia can trade her almonds for Naomi's tomatoes. (B) Naomi can trade her tomatoes for Emilia's carrots. (C) Naomi can trade her tomatoes for Emilia's broccoli. (D) Emilia can trade her broccoli for Naomi's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nNaomi wants broccoli. Emilia wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C." + } + ] + }, + { + "id": "6307", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Susan's bedroom is neat she puts everything away. (B) The little boy popped a big bubble." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Susan's bedroom is neat she puts everything away is a run-on sentence. It has two sentences that are joined without end punctuation: Susan's bedroom is neat and She puts everything away. The answer is A." + } + ] + }, + { + "id": "6308", + "image": "6308\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) scratchy (B) yellow\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The corn on the cob is not scratchy.\nYellow is a color.\nThis color is yellow. The corn on the cob is yellow. The answer is B." + } + ] + }, + { + "id": "6316", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nI don't trust Professor Powell's findings. Another researcher at her university was caught falsifying data. So, it's likely Professor Powell has, too.\nContext: N/A\nOptions: (A) guilt by association: a negative association intended to discredit someone or something (B) appeal to nature: the assumption that natural things are always good (C) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Professor Powell's research is untrustworthy because someone else at her university was caught falsifying data. However, this isn't necessarily true. The practices of one researcher at a university do not necessarily reflect the practices of another researcher at the same university. This illustrates a type of logical fallacy known as guilt by association. The answer is A." + } + ] + }, + { + "id": "6323", + "image": "6323\\image.png", + "conversations": [ + { + "from": "human", + "value": "Are the bubbles in soda a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a gas (B) a solid (C) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. The bubbles in soda are filled with carbon dioxide gas. Carbon dioxide gas spreads out to fill a space.\nCarbon dioxide fills all the space inside the bubbles. If the bubbles pop at the surface of the soda, the carbon dioxide will expand to fill a much larger space. The answer is A." + } + ] + }, + { + "id": "6326", + "image": "6326\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Ohio (B) Nevada (C) Maine (D) Delaware\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nevada is farthest west. The answer is B." + } + ] + }, + { + "id": "6327", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that Sanjay's mass did not change.\nThe gravitational potential energy stored between Sanjay and Earth () as he hiked toward the summit.\nContext: Read the text about a person in motion.\nSanjay hiked up a tall mountain. He followed a trail all the way to the summit.\nOptions: (A) decreased (B) stayed the same (C) increased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Sanjay and the center of Earth changed.\nThe summit of the mountain was higher than the point where Sanjay started hiking. As he hiked toward the summit, the distance between Sanjay and the center of Earth increased. So, the gravitational potential energy stored between Sanjay and Earth increased as he hiked toward the summit. The answer is C." + } + ] + }, + { + "id": "6329", + "image": "6329\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to use its neck to appear large and scary to a predator?\nContext: Bearded dragons are lizards. Their predators include owls, eagles, and snakes. The uses its neck to appear large and scary to a predator.\nFigure: bearded dragon.\nOptions: (A) lace monitor (B) spectacled cobra\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the bearded dragon.\nWhen frightened, the bearded dragon can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe spectacled cobra has a hood around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe lace monitor has a narrow neck. Its neck is not adapted to help it appear larger and more dangerous to a predator. The answer is B." + } + ] + }, + { + "id": "6331", + "image": "6331\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Olympia (B) Boise (C) Santa Fe (D) Pierre\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is B." + } + ] + }, + { + "id": "6334", + "image": "6334\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Laramie (B) Cheyenne (C) Salem (D) Grand Rapids\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is B." + } + ] + }, + { + "id": "6338", + "image": "6338\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Vermont?\nContext: N/A\nOptions: (A) Montpelier (B) Harrisburg (C) Burlington (D) Boston\n" + }, + { + "from": "gpt", + "value": "Montpelier is the capital of Vermont. The answer is A." + } + ] + }, + { + "id": "6345", + "image": "6345\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the chemical formula for this molecule.\nContext: N/A\nOptions: (A) He2O2 (B) HO3 (C) H2O2 (D) CH2O2\n" + }, + { + "from": "gpt", + "value": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance. H is the symbol for hydrogen. O is the symbol for oxygen. This ball-and-stick model shows a molecule with two hydrogen atoms and two oxygen atoms.\nThe chemical formula will contain the symbols H and O. There are two hydrogen atoms, so H will have a subscript of 2. There are two oxygen atoms, so O will have a subscript of 2.\nThe correct formula is H2 O2.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above. The answer is C." + } + ] + }, + { + "id": "6365", + "conversations": [ + { + "from": "human", + "value": "Suppose Hazel decides to watch the action movie. Which result would be a cost?\nContext: Hazel is deciding whether to watch a comedy or an action movie. She would prefer to watch a comedy. But she also wants to watch a movie with her sister. Hazel's sister will only watch an action movie.\nOptions: (A) Hazel will give up the chance to watch the movie that she is more excited about. (B) Hazel will get to watch a movie with her sister." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Hazel wants or needs:\nHazel will give up the chance to watch the movie that she is more excited about. The answer is A." + } + ] + }, + { + "id": "6371", + "image": "6371\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Ernest's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nErnest was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Ernest put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.\nOptions: (A) whether a parachute with a 1 m vent would swing too much at 400 km per hour (B) how steady a parachute with a 1 m vent was at 200 km per hour (C) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "6372", + "image": "6372\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Indiana?\nContext: N/A\nOptions: (A) Fort Wayne (B) Indianapolis (C) Pierre (D) Austin\n" + }, + { + "from": "gpt", + "value": "Indianapolis is the capital of Indiana. The answer is B." + } + ] + }, + { + "id": "6375", + "image": "6375\\image.png", + "conversations": [ + { + "from": "human", + "value": "The tops of the mountains are at () the valley below.\nContext: Read the text. Then answer the question.\nMany different features cover Earth's surface. In some places, hills and mountains rise high above the surrounding land. In other places, valleys and canyons drop far below.\nElevation is the height of a location compared to sea level. Elevation is usually measured in feet or meters.\nUse the image to complete the sentence.\nOptions: (A) the same elevation as (B) a lower elevation than (C) a higher elevation than\n" + }, + { + "from": "gpt", + "value": "Elevation is the height of a location compared to sea level. The mountains in the picture rise above the valley. So, the tops of the mountains are at a higher elevation than the valley below. The answer is C." + } + ] + }, + { + "id": "6376", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) pebble (B) cabbage in a field (C) ferris wheel (D) television" + }, + { + "from": "gpt", + "value": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A ferris wheel is not a living thing.\nA ferris wheel does not have all the traits of a living thing. It moves in a circle, but it does not grow. It does not need food or water.\nA pebble is not a living thing.\nPebbles do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nCabbage in a field is a living thing.\nCabbage in a field grows and responds to its environment. It needs food and water. It is made up of many cells.\nCabbage plants grow and change. They need food and water. Cabbage plants use water, air, and energy from sunlight to make food.\nA television is not a living thing.\nA television does not have all the traits of a living thing. It responds to the world around it, but it does not grow. It does not need food or water. The answer is B." + } + ] + }, + { + "id": "6377", + "image": "6377\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Sarah and Dave trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSarah and Dave open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sarah wanted broccoli in her lunch and Dave was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Sarah can trade her tomatoes for Dave's broccoli. (B) Dave can trade his almonds for Sarah's tomatoes. (C) Sarah can trade her tomatoes for Dave's sandwich. (D) Dave can trade his broccoli for Sarah's oranges.\n" + }, + { + "from": "gpt", + "value": "Sarah wanted broccoli in her lunch and Dave was hoping for tomatoes. Look at the labeled part of the images.\nSarah has tomatoes. Dave has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A." + } + ] + }, + { + "id": "6378", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) No Time but Now (B) no Time but Now" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word but is not important, so it should not be capitalized.\nThe correct title is No Time but Now. The answer is A." + } + ] + }, + { + "id": "6381", + "image": "6381\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Masoala National Park ecosystem?\nContext: Figure: Masoala National Park.\nMasoala National Park is a tropical rain forest ecosystem in northeastern Madagascar.\nOptions: (A) It has year-round rain. It also has many different types of organisms. (B) It has cold winters. It also has many different types of organisms.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Masoala National Park has year-round rain. It also has many different types of organisms. The answer is A." + } + ] + }, + { + "id": "6387", + "image": "6387\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Asia (C) Antarctica\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Australia. The answer is A." + } + ] + }, + { + "id": "6391", + "image": "6391\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Salt Lake City (B) Saint Louis (C) Olympia (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is D." + } + ] + }, + { + "id": "6400", + "image": "6400\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maryland?\nContext: N/A\nOptions: (A) Baltimore (B) Trenton (C) Annapolis (D) Olympia\n" + }, + { + "from": "gpt", + "value": "Annapolis is the capital of Maryland. The answer is C." + } + ] + }, + { + "id": "6406", + "image": "6406\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oregon?\nContext: N/A\nOptions: (A) Portland (B) Salem (C) Louisville (D) Santa Fe\n" + }, + { + "from": "gpt", + "value": "Salem is the capital of Oregon. The answer is B." + } + ] + }, + { + "id": "6408", + "image": "6408\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Connecticut (B) Vermont (C) New York (D) Pennsylvania\n" + }, + { + "from": "gpt", + "value": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C." + } + ] + }, + { + "id": "6410", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Chirpie's phenotype for the body feather color trait?\nContext: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B).\nChirpie is a budgerigar parakeet from this group. Chirpie has the heterozygous genotype Bb for the body feather color gene.\nOptions: (A) blue body feathers (B) green body feathers" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Chirpie's phenotype for the body feather color trait. First, consider the alleles in Chirpie's genotype for the body feather color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for blue body feathers (b) is recessive to the allele for green body feathers (B). This means B is a dominant allele, and b is a recessive allele.\nChirpie's genotype of Bb has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Chirpie's phenotype for the body feather color trait must be green body feathers. The answer is B." + } + ] + }, + { + "id": "6412", + "image": "6412\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Tara and Jeremiah trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nTara and Jeremiah open their lunch boxes in the school cafeteria. Neither Tara nor Jeremiah got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nTara's lunch Jeremiah's lunch\nOptions: (A) Jeremiah can trade his almonds for Tara's tomatoes. (B) Jeremiah can trade his broccoli for Tara's oranges. (C) Tara can trade her tomatoes for Jeremiah's carrots. (D) Tara can trade her tomatoes for Jeremiah's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nTara wants broccoli. Jeremiah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "6442", + "conversations": [ + { + "from": "human", + "value": "Which is more flexible?\nContext: N/A\nOptions: (A) nylon shorts (B) ceramic mug" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the nylon shorts are more flexible. If you fold nylon fabric, it will not break. The answer is A." + } + ] + }, + { + "id": "6445", + "image": "6445\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Florida?\nContext: N/A\nOptions: (A) Tallahassee (B) Charleston (C) Helena (D) Nashville\n" + }, + { + "from": "gpt", + "value": "Tallahassee is the capital of Florida. The answer is A." + } + ] + }, + { + "id": "6454", + "image": "6454\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) neither; the samples have the same temperature (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "6455", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nI read that people with higher-paying jobs wear more expensive clothing. So, if I wear fancier clothes, I'll finally get that raise I've been wanting.\nContext: N/A\nOptions: (A) false causation: the assumption that because two things happened together, one caused the other (B) appeal to nature: the assumption that natural things are always good (C) false dichotomy: an argument that presents only two choices when more options exist" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that expensive clothing will lead to a higher-paying job. However, that's not necessarily true. For instance, perhaps having a higher-paying job might lead someone to buy more expensive clothing. This illustrates a type of logical fallacy known as false causation. The answer is A." + } + ] + }, + { + "id": "6457", + "image": "6457\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nEthane is ().\nContext: The model below represents a molecule of ethane. Ethane is used to make plastic bags.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether ethane is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of ethane is composed of six hydrogen atoms and two carbon atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that ethane is composed of two chemical elements: hydrogen and carbon. Since ethane is composed of multiple chemical elements bonded together, ethane is a compound. The answer is B." + } + ] + }, + { + "id": "6467", + "image": "6467\\image.png", + "conversations": [ + { + "from": "human", + "value": "Why did young Mae look at the stars?\nContext: Read the passage about Mae Jemison.\nMae Jemison always wanted to go to space. As a child, she looked at the stars and dreamed of flying there. She also liked to read books about stars, planets, and space.\nMae grew up and became a doctor. But she never forgot her dreams of space. So, a few years later, she became an astronaut, too. That's someone who is trained to travel in space. Mae made history in 1992 when she blasted off in the space shuttle Endeavour. She was the first African American woman to travel in space!\nOptions: (A) She wanted to watch the weather. (B) She wanted to travel to outer space.\n" + }, + { + "from": "gpt", + "value": "Look at the passage. It tells you why young Mae looked at the stars.\nMae Jemison always wanted to go to space. As a child, she looked at the stars and dreamed of flying there. She also liked to read books about stars, planets, and space. The answer is B." + } + ] + }, + { + "id": "6469", + "image": "6469\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Pamela's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPamela prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Pamela soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Pamela scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.\nOptions: (A) Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes? (B) Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "6470", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nDry ice sublimating and becoming a gas is a ().\nContext: N/A\nOptions: (A) chemical change (B) physical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter. The answer is B." + } + ] + }, + { + "id": "6472", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Your student,\nNicole (B) your student,\nNicole" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "6482", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nMy little brother is as sweet as pie.\nContext: N/A\nOptions: (A) metaphor (B) simile" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. My little brother is as sweet as pie.\nThe words brother and pie are compared using the word as. So, the sentence uses a simile. The answer is B." + } + ] + }, + { + "id": "6502", + "image": "6502\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the air moving through a trombone a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a gas (B) a solid (C) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. The air moving through a trombone is a gas. A gas expands to fill a space.\nThe air in a trombone expands to fill all the space inside the trombone. When air leaves the trombone, the air expands to fill a much larger space. The answer is A." + } + ] + }, + { + "id": "6504", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the sled's mass did not change.\nThe gravitational potential energy stored between the sled and Earth () as Tammy rode down the hill.\nContext: Read the text about an object in motion.\nOn a snowy day, Tammy rode her sled down a big hill.\nOptions: (A) stayed the same (B) increased (C) decreased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Tammy started sledding. As Tammy rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Tammy rode down the hill. The answer is C." + } + ] + }, + { + "id": "6517", + "image": "6517\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted to tear through meat?\nContext: Leopards are carnivores, or meat eaters. They eat large mammals like deer and antelope. The 's mouth is adapted to tear through meat.\nFigure: leopard.\nOptions: (A) aardvark (B) Eurasian lynx\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the leopard.\nThe leopard has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The leopard uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian lynx has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe aardvark has a long tube-shaped mouth and a few, small teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The aardvark uses its mouth to get insects out of holes and burrows. The answer is B." + } + ] + }, + { + "id": "6525", + "image": "6525\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Chicago.\nOn February 12, 1894, a record high wind speed of 87 miles per hour was recorded in Chicago.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nOn February 12, 1894, a record high wind speed of 87 miles per hour was recorded in Chicago.\nThis passage tells you about the wind speed in Chicago on February 12, 1894. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "6534", + "image": "6534\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Sahara Desert.\nThe Sahara Desert covers a large part of northern Africa. It does not get much rainfall each year.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nThe Sahara Desert covers a large part of northern Africa. It does not get much rainfall each year.\nThe underlined part of the passage tells you about the usual pattern of precipitation in the Sahara Desert. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "6535", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Jada inherited this trait?\nContext: Read the description of a trait.\nJada has green eyes.\nOptions: (A) Jada has green eyes like her biological mother. (B) Jada's neighbor has green eyes. (C) Jada and her biological father wear sunglasses when they go outside." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "6536", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) The awesome band Prehistoric Playground has a gig at McCarthy Hall tonight. (B) The band Prehistoric Playground is performing at McCarthy Hall tonight." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses slang (awesome, gig).\nThe second sentence uses formal language in place of the slang, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "6537", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word nauseous in its traditional sense?\nContext: N/A\nOptions: (A) Everyone seemed to enjoy the magnolia-scented candle, but it made Zachary feel rather nauseous. (B) Everyone seemed to enjoy the magnolia-scented candle, but Zachary found the smell rather nauseous." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses nauseous in its traditional sense: causing disgust or nausea.\nEveryone seemed to enjoy the magnolia-scented candle, but Zachary found the smell rather nauseous.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nEveryone seemed to enjoy the magnolia-scented candle, but it made Zachary feel rather nauseous.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "6539", + "image": "6539\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) New Zealand (C) Papua New Guinea (D) Australia\n" + }, + { + "from": "gpt", + "value": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is D." + } + ] + }, + { + "id": "6541", + "image": "6541\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nebraska?\nContext: N/A\nOptions: (A) Newport (B) Omaha (C) Lincoln (D) Lansing\n" + }, + { + "from": "gpt", + "value": "Lincoln is the capital of Nebraska. The answer is C." + } + ] + }, + { + "id": "6542", + "image": "6542\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) shiny (B) scratchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. Both objects are shiny.\nA scratchy object is rough and itchy against your skin. Neither of the objects are scratchy.\nThe property that both objects have in common is shiny. The answer is A." + } + ] + }, + { + "id": "6546", + "image": "6546\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Carolina?\nContext: N/A\nOptions: (A) Columbia (B) Atlanta (C) Charleston (D) Frankfort\n" + }, + { + "from": "gpt", + "value": "Columbia is the capital of South Carolina. The answer is A." + } + ] + }, + { + "id": "6553", + "image": "6553\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this magnifying glass made of?\nContext: N/A\nOptions: (A) glass (B) clay\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the magnifying glass.\nThe magnifying glass is made of two different materials. The handle is made of plastic, and the lens is made of glass. The answer is A." + } + ] + }, + { + "id": "6557", + "image": "6557\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which fish's mouth is also adapted for tearing through meat?\nContext: Piranhas eat mostly fish. The 's mouth is adapted to tear through meat.\nFigure: piranha.\nOptions: (A) starry moray (B) copperband butterflyfish\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the piranha.\nThe piranha has large, sharp teeth. Its mouth is adapted for tearing through meat. The piranha uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat. The answer is A." + } + ] + }, + { + "id": "6558", + "image": "6558\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Massachusetts (B) Maryland (C) New York (D) Rhode Island\n" + }, + { + "from": "gpt", + "value": "The colony is Rhode Island. The answer is D." + } + ] + }, + { + "id": "6560", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Shelley investigate with an experiment?\nContext: Shelley gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:\none basketball\naccess to a brick patio\naccess to a grassy lawn\naccess to a gravel driveway\na meterstick\nOptions: (A) Does the basketball bounce higher on gravel or on grass? (B) Does the basketball bounce higher on a lawn or on a dirt path? (C) Do larger basketballs bounce higher than smaller basketballs on a brick patio?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "6573", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Flicka's phenotype for the wool color trait?\nContext: In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele L is for white wool, and the allele l is for black wool.\nFlicka, a sheep from this group, has white wool. Flicka has one allele for white wool and one allele for black wool.\nOptions: (A) Ll (B) white wool" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Flicka's observable version of the wool color trait is white wool. So, Flicka's phenotype for the wool color trait is white wool. The answer is B." + } + ] + }, + { + "id": "6574", + "image": "6574\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Buffalo Gap National Grassland ecosystem?\nContext: Figure: Buffalo Gap National Grassland.\nBuffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota.\nOptions: (A) It has hot summers. It also has soil that is rich in nutrients. (B) It has cool winters. It also has cool summers.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the Buffalo Gap National Grassland has hot summers. It also has soil that is rich in nutrients. The answer is A." + } + ] + }, + { + "id": "6576", + "image": "6576\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New York?\nContext: N/A\nOptions: (A) New York City (B) Albany (C) Buffalo (D) Montpelier\n" + }, + { + "from": "gpt", + "value": "Albany is the capital of New York. The answer is B." + } + ] + }, + { + "id": "6577", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two blue whales. Which blue whale was moving at a lower speed?\nContext: N/A\nOptions: (A) a blue whale that moved 55miles in 5hours (B) a blue whale that moved 40miles in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each blue whale moved and the time it took to move that distance.\nOne blue whale moved 40 miles in 5 hours.\nThe other blue whale moved 55 miles in 5 hours.\nNotice that each blue whale spent the same amount of time moving. The blue whale that moved 40 miles moved a shorter distance in that time. So, that blue whale must have moved at a lower speed. The answer is B." + } + ] + }, + { + "id": "6578", + "image": "6578\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Palau (B) Tonga (C) Samoa (D) Papua New Guinea\n" + }, + { + "from": "gpt", + "value": "This country is Samoa. The answer is C." + } + ] + }, + { + "id": "6585", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Just as Mr. Terry was about to play the vinyl album on his old record player, it broke. (B) The vinyl album broke just as Mr. Terry was about to play it on his old record player." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to the vinyl album or the record player.\nJust as Mr. Terry was about to play the vinyl album on his old record player, it broke.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nThe vinyl album broke just as Mr. Terry was about to play it on his old record player. The answer is A." + } + ] + }, + { + "id": "6588", + "image": "6588\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Iowa?\nContext: N/A\nOptions: (A) Cedar Rapids (B) Des Moines (C) Indianapolis (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Des Moines is the capital of Iowa. The answer is B." + } + ] + }, + { + "id": "6591", + "conversations": [ + { + "from": "human", + "value": "How long is a limousine?\nContext: Select the best estimate.\nOptions: (A) 6 yards (B) 6 feet (C) 6 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a limousine is 6 yards.\n6 inches and 6 feet are both too short. The answer is A." + } + ] + }, + { + "id": "6608", + "image": "6608\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "6609", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJennifer is good at knitting hats.\nContext: Hint: People who can knit had to learn how to do it.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is A." + } + ] + }, + { + "id": "6611", + "conversations": [ + { + "from": "human", + "value": "Would you find the word lucky on a dictionary page with the following guide words?\nlaid - lizard\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince lucky is not between the guide words laid - lizard, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "6619", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ndine - drown\nContext: N/A\nOptions: (A) dozen (B) design" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince dozen is between the guide words dine - drown, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "6620", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this Channel catfish's genotype for the body color gene?\nContext: In a group of Channel catfish, some individuals have a brown body and others have a white body. In this group, the gene for the body color trait has two alleles. The allele B is for a brown body, and the allele b is for a white body.\nA certain Channel catfish from this group has a brown body. This catfish has one allele for a brown body and one allele for a white body.\nOptions: (A) Bb (B) a brown body" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The Channel catfish has one allele for a brown body (B) and one allele for a white body (b). So, the catfish's genotype for the body color gene is Bb. The answer is A." + } + ] + }, + { + "id": "6624", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a bicycle?\nContext: Select the best estimate.\nOptions: (A) 19 tons (B) 19 pounds (C) 19 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a bicycle is 19 pounds.\n19 ounces is too light and 19 tons is too heavy. The answer is B." + } + ] + }, + { + "id": "6626", + "image": "6626\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oklahoma?\nContext: N/A\nOptions: (A) Tallahassee (B) Little Rock (C) Oklahoma City (D) Missoula\n" + }, + { + "from": "gpt", + "value": "Oklahoma City is the capital of Oklahoma. The answer is C." + } + ] + }, + { + "id": "6635", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Seals eat fish. (B) Avocado trees have green leaves." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A seal is an animal. It eats fish and other animals that live in the ocean.\nSeals have flippers instead of arms. They use their flippers to swim.\nAn avocado tree is a plant. It has green leaves.\nEach avocado has one large seed inside. The answer is A." + } + ] + }, + { + "id": "6636", + "conversations": [ + { + "from": "human", + "value": "How long does it take to make a paper airplane?\nContext: Select the better estimate.\nOptions: (A) 50 seconds (B) 50 hours" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to make a paper airplane is 50 seconds.\n50 hours is too slow. The answer is A." + } + ] + }, + { + "id": "6637", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nCody's research on nineteenth-century philosophers led him down the rabbit hole.\nContext: N/A\nOptions: (A) literature (B) Greek mythology" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion down the rabbit hole is literature.\nLewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.\nThe allusion down the rabbit hole means on a strange or difficult exploration. The answer is A." + } + ] + }, + { + "id": "6646", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nThe air was muggy and humid today where Eli lives.\nContext: N/A\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThe air was muggy and humid today where Eli lives.\nHumidity is the amount of water in the air.\nThis passage tells you about the humidity today where Eli lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "6648", + "conversations": [ + { + "from": "human", + "value": "Select the description that doesn't belong.\nContext: N/A\nOptions: (A) always (B) done (C) sometimes (D) never" + }, + { + "from": "gpt", + "value": "Done doesn't belong.\nSometimes, never, and always all describe how often something happens. The answer is B." + } + ] + }, + { + "id": "6652", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Whenever the Griffins visit Florida, they see their relatives. (B) The Griffins see their relatives whenever they visit Florida." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they could refer to the Griffins or their relatives.\nThe Griffins see their relatives whenever they visit Florida.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nWhenever the Griffins visit Florida, they see their relatives. The answer is B." + } + ] + }, + { + "id": "6660", + "conversations": [ + { + "from": "human", + "value": "Which brick has more thermal energy?\nContext: Two 2-kilogram bricks are identical except for their temperatures.\nOptions: (A) the hotter brick (B) the colder brick" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two bricks are made of the same material and have the same mass. So, the hotter brick has more thermal energy. The answer is A." + } + ] + }, + { + "id": "6662", + "conversations": [ + { + "from": "human", + "value": "Which sentence uses a metaphor?\nContext: N/A\nOptions: (A) The cat's silver eyes were two shiny coins. (B) The cat's silver eyes were like two shiny coins." + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nThe cat's silver eyes were two shiny coins.\nThe words eyes and coins are compared without the word like or as.\nThis sentence uses a simile:\nThe cat's silver eyes were like two shiny coins.\nThe words eyes and coins are compared using the word like. The answer is A." + } + ] + }, + { + "id": "6671", + "conversations": [ + { + "from": "human", + "value": "Which order confirmation is more formal?\nContext: N/A\nOptions: (A) Thanks for shopping with us. We'll let you know ASAP when your item has shipped. (B) Thank you for shopping with us. We will send a confirmation as soon as your item has shipped." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first order confirmation is more formal. It uses more elevated language (confirmation). The other order confirmation uses contractions (we'll) and abbreviations (ASAP) and sounds more conversational. The answer is B." + } + ] + }, + { + "id": "6685", + "image": "6685\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arkansas?\nContext: N/A\nOptions: (A) Carson City (B) Fayetteville (C) Jefferson City (D) Little Rock\n" + }, + { + "from": "gpt", + "value": "Little Rock is the capital of Arkansas. The answer is D." + } + ] + }, + { + "id": "6686", + "image": "6686\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 2. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is weaker in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "6687", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nbathtub - blend\nContext: N/A\nOptions: (A) bin (B) butler" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince bin is between the guide words bathtub - blend, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "6691", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nIn autumn, the leaves change color.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, change. The verb tells you about something that is true or happening now. The answer is C." + } + ] + }, + { + "id": "6697", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Ayana investigate with an experiment?\nContext: Ayana leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:\none bar of milk chocolate\none bar of dark chocolate\na stove\na pot\nOptions: (A) Does milk chocolate melt faster when heated in a microwave or on a stove? (B) Does milk chocolate or dark chocolate melt faster when heated on the stove? (C) Does dark chocolate or white chocolate melt faster when heated on the stove?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "6710", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Lady's phenotype for the wool color trait?\nContext: In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele L is for white wool, and the allele l is for black wool.\nLady, a sheep from this group, has white wool. Lady has one allele for white wool and one allele for black wool.\nOptions: (A) Ll (B) white wool" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Lady's observable version of the wool color trait is white wool. So, Lady's phenotype for the wool color trait is white wool. The answer is B." + } + ] + }, + { + "id": "6712", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Vivian investigate with an experiment?\nContext: Vivian is outside with her friend on a sunny day. Vivian is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:\na black cotton shirt\na white cotton shirt\ntwo identical empty glass jars\ntwo thermometers\nOptions: (A) When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool? (B) When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more? (C) When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "6713", + "image": "6713\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following organisms is the secondary consumer in this food web?\nContext: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) orca (B) sea urchin (C) kelp bass (D) kelp\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.\nThe kelp does not have any arrows pointing to it. So, the kelp is not a secondary consumer.\nThe orca has an arrow pointing to it from the sea otter. The sea otter is not a primary consumer. So, the orca is not a secondary consumer.\nThe kelp bass has arrows pointing to it from the zooplankton and the plainfin midshipman. The zooplankton and the plainfin midshipman are primary consumers, so the kelp bass is a secondary consumer.\nThe black rockfish has an arrow pointing to it from the zooplankton. The zooplankton is a primary consumer, so the black rockfish is a secondary consumer.\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is not a primary consumer. So, the sea urchin is not a secondary consumer. The answer is C." + } + ] + }, + { + "id": "6717", + "image": "6717\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Santa Fe (B) Denver (C) Boise (D) Colorado Springs\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is B." + } + ] + }, + { + "id": "6726", + "image": "6726\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) rough (B) shiny (C) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA rough object feels scratchy when you touch it. The car bumper and the hair clip are not rough.\nYou can see clearly through a transparent object. None of the objects are transparent.\nThe property that all three objects have in common is shiny. The answer is B." + } + ] + }, + { + "id": "6728", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) blue crab (B) chameleon (C) dung beetle (D) crown jellyfish" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A chameleon is a reptile. Like other reptiles, a chameleon is a vertebrate. It has a backbone.\nLike other jellyfishes, a crown jellyfish is an invertebrate. It does not have a backbone. It has a soft body.\nA dung beetle is an insect. Like other insects, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other crabs, a blue crab is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is B." + } + ] + }, + { + "id": "6729", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Santiago investigate with an experiment?\nContext: Santiago and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:\nthree different types of tomato seeds\none bag of potting soil\nfive identical clay pots\nwater\nOptions: (A) Which type of soil will cause a certain kind of tomato plant to grow the most fruit? (B) Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot? (C) Which of the three types of tomato seeds sprouts the fastest?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "6732", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nEmily and Scott will spend the afternoon at the beach.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, spend. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "6734", + "image": "6734\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Santa Fe (B) Laramie (C) Salt Lake City (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is D." + } + ] + }, + { + "id": "6735", + "image": "6735\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) neither; the samples have the same temperature (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "6738", + "image": "6738\\image.png", + "conversations": [ + { + "from": "human", + "value": "After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?\nContext: Look at the table. Then answer the question below.\nOptions: (A) the Elamite Empire (B) the Akkadian Empire (C) the Babylonian Empire (D) the Neo-Sumerian Empire\n" + }, + { + "from": "gpt", + "value": "Look at the table.\nThe abbreviation \"ca.\" stands for the Latin word, circa. Circa means \"about.\" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.\nThe Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn). The answer is C." + } + ] + }, + { + "id": "6739", + "image": "6739\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the American alligator.\nContext: This organism is an American alligator. Its scientific name is Alligator mississippiensis.\nOptions: (A) Lithobates catesbeianus (B) Ictinia mississippiensis (C) Alligator sinensis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An American alligator's scientific name is Alligator mississippiensis. The first word of its scientific name is Alligator.\nIctinia mississippiensis and Alligator mississippiensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ictinia mississippiensis and Alligator mississippiensis have the same species name within their genus, mississippiensis. But the first words of their scientific names are different. Ictinia mississippiensis is in the genus Ictinia, and Alligator mississippiensis is in the genus Alligator.\nLithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Alligator mississippiensis are not in the same genus.\nAlligator sinensis is in the genus Alligator. The first word of its scientific name is Alligator. So, Alligator sinensis and Alligator mississippiensis are in the same genus. The answer is C." + } + ] + }, + { + "id": "6759", + "image": "6759\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "6763", + "conversations": [ + { + "from": "human", + "value": "Which water balloon has more thermal energy?\nContext: Two water balloons are identical except for their temperatures.\nOptions: (A) the colder water balloon (B) the hotter water balloon" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two water balloons are made of the same material and have the same mass. So, the hotter water balloon has more thermal energy. The answer is B." + } + ] + }, + { + "id": "6774", + "conversations": [ + { + "from": "human", + "value": "Which is a simple sentence?\nContext: N/A\nOptions: (A) The famous Venus de Milo statue was found on Milos, a volcanic Greek island in the Aegean Sea. (B) Marshall was playing the piano in the living room when Dad called him for dinner." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the simple sentence. It is a single independent clause.\nThe famous Venus de Milo statue was found on Milos, a volcanic Greek island in the Aegean Sea. The answer is A." + } + ] + }, + { + "id": "6779", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbaking cookies\na piece of avocado turning brown\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are caused by heating. (C) Both are chemical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!\nA piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.\nIf you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But a piece of avocado turning brown is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "6780", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nLiam has a scar on his right elbow.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "6782", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Colleen acquired this trait?\nContext: Read the description of a trait.\nColleen knows how to fly a plane.\nOptions: (A) Colleen is in the Air Force. She flies a plane almost every day. (B) Colleen can fly a plane on cloudy days and at night. (C) A pilot taught Colleen how to fly a plane." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "6785", + "image": "6785\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA goldfish is an example of a fish.\nOptions: (A) emerald tree boa (B) bison (C) wombat (D) piranha\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A bison is a mammal. It has fur and feeds its young milk.\nMale bison have horns. They can use their horns to defend themselves.\nA wombat is a mammal. It has fur and feeds its young milk.\nWombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.\nAn emerald tree boa is a reptile. It has scaly, waterproof skin.\nTree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months! The answer is D." + } + ] + }, + { + "id": "6786", + "image": "6786\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A." + } + ] + }, + { + "id": "6798", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nI used to love this TV show, but then I found out that Philip likes it, too. So I changed my opinion\u2014if someone like Philip likes a show, it can't be as good as I thought!\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) circular reasoning: an argument that supports a claim with the claim itself (C) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that a television show must be bad because someone the speaker hates enjoys it. However, this is not evidence that the show is bad. This illustrates a type of logical fallacy known as guilt by association. The answer is C." + } + ] + }, + { + "id": "6802", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) The Empire State Building is too tall. (B) The Empire State Building is 1,250 feet tall." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The second sentence states a fact.\nThe Empire State Building is 1,250 feet tall.\nIt can be proved by researching the height of the building.\nThe first sentence states an opinion.\nThe Empire State Building is too tall.\nToo tall shows what a person believes, thinks, or feels. Another person might have a different opinion about how tall is too tall. The answer is B." + } + ] + }, + { + "id": "6809", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe salesperson tried hard to convince Sanjay that the jacket was a good buy; after all, it was made of genuine imitation leather.\nContext: N/A\nOptions: (A) oxymoron (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nGenuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic. The answer is A." + } + ] + }, + { + "id": "6814", + "image": "6814\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Dominica (B) Haiti (C) Cuba (D) The Bahamas\n" + }, + { + "from": "gpt", + "value": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is B." + } + ] + }, + { + "id": "6815", + "image": "6815\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Utah?\nContext: N/A\nOptions: (A) Columbia (B) Phoenix (C) Salt Lake City (D) Provo\n" + }, + { + "from": "gpt", + "value": "Salt Lake City is the capital of Utah. The answer is C." + } + ] + }, + { + "id": "6825", + "image": "6825\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe mutation in the () affected the structure and function of the ().\nContext: The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.\n\nMuscle movement is controlled by charged atoms called ions. Ions move in and out of muscle cells through tube-like structures called channels.\nOne of these channels is made from the chloride channel protein. The chloride channel protein is encoded by the CLCN1 gene.\nA certain person had a mutation in the CLCN1 gene. Compared to the CLCN1 gene without a mutation, the mutated CLCN1 gene encoded a form of the chloride channel protein with a different structure.\nThis different form of the chloride channel protein allowed fewer ions than normal to travel through it. The person with the mutation had muscles that were slow to relax, which resulted in muscle stiffness. Having muscle stiffness due to a mutation in the CLCN1 gene is called Thomsen disease.\nFigure: muscles in the human body.\nOptions: (A) chloride channel protein . . . CLCN1 gene (B) CLCN1 gene . . . chloride channel protein\n" + }, + { + "from": "gpt", + "value": "An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.\nA permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.\nThe function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.\nAn organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits. A mutation in a gene may affect the protein it encodes.\nSo, the mutation in the CLCN1 gene affected the structure and function of the chloride channel protein. The answer is B." + } + ] + }, + { + "id": "6827", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nIn this election, we've seen the highest voter turnout ever recorded. If you have any doubts about Bobby Monroe's qualifications, just look at how many people have come out to vote for him.\nContext: N/A\nOptions: (A) guilt by association: a negative association intended to discredit someone or something (B) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Bobby Monroe is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Bobby Monroe is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is B." + } + ] + }, + { + "id": "6830", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the amphibian traits listed above.\nContext: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells. Observe the animals and read the descriptions.\nOptions: (A) Smooth newts have moist, smooth skin with black spots. Young smooth newts hatch from eggs without shells. They live in streams or ponds until they are about ten weeks old. Then, they crawl onto land. (B) Loggerhead sea turtles hatch from eggs with shells. They live in the water, but they lay their eggs on the land. Their scaly, waterproof skin and thick shell help protect them from predators." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nAmphibians have the following traits:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA sea turtle has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA sea turtle does not have all of the traits of an amphibian. A sea turtle is a reptile.\nA smooth newt has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA smooth newt has the traits of an amphibian. A smooth newt is an amphibian. The answer is A." + } + ] + }, + { + "id": "6835", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this plant's phenotype for the stem height trait?\nContext: In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele for a tall stem (H) is dominant over the allele for a short stem (h).\nA certain pea plant from this group has the homozygous genotype hh for the stem height gene.\nOptions: (A) a short stem (B) a tall stem" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The pea plant's genotype for the stem height gene is hh. The pea plant's genotype of hh has only h alleles. The h allele is for a short stem. So, the pea plant's phenotype for the stem height trait must be a short stem.\nTo check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for a tall stem (H) is dominant over the allele for a short stem (h). This means H is a dominant allele, and h is a recessive allele.\nThe pea plant's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the pea plant's phenotype for the stem height trait must be a short stem. The answer is A." + } + ] + }, + { + "id": "6850", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nRight after Andrew moved into the apartment, our washing machine broke. He'd better tell us how he broke it.\nContext: N/A\nOptions: (A) false causation: the assumption that because two things happened together, one caused the other (B) hasty generalization: a very broad claim based on very little evidence" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Andrew is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Andrew moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation. The answer is A." + } + ] + }, + { + "id": "6851", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a floor lamp?\nContext: Select the best estimate.\nOptions: (A) 11 pounds (B) 11 tons (C) 11 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a floor lamp is 11 pounds.\n11 ounces is too light and 11 tons is too heavy. The answer is A." + } + ] + }, + { + "id": "6863", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three bicycles. Which bicycle was moving at the highest speed?\nContext: N/A\nOptions: (A) a bicycle that moved 155miles south in 10hours (B) a bicycle that moved 315miles north in 10hours (C) a bicycle that moved 325miles west in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 10 hours. The bicycle that moved 325 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed. The answer is C." + } + ] + }, + { + "id": "6867", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Since the branches had grown over the power lines, Ariel requested a permit to have the branches removed. (B) Since the branches had grown over the power lines, Ariel requested a permit to have them removed." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they could refer to the branches or the power lines.\nThe second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the branches.\nSince the branches had grown over the power lines, Ariel requested a permit to have the branches removed. The answer is B." + } + ] + }, + { + "id": "6868", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) \"And Then It's Spring\" (B) ***And Then It's Spring***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **And Then It's Spring**. The answer is B." + } + ] + }, + { + "id": "6873", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nSince Sophia Browning became vice president of the parent-teacher association, student performance has declined and teacher morale is down. We on the school board believe that Browning bears sole responsibility for the downtrend.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Sophia Browning is responsible for the decline in student performance and teacher morale. However, even though things declined after Browning became vice president of the parent-teacher association, that doesn't necessarily mean that she caused the downturn. This illustrates a type of logical fallacy known as false causation. The answer is B." + } + ] + }, + { + "id": "6875", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) You can make a quill pen with a goose feather. (B) Mom wraps the packages, and Dad drops them off at the post office." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nMom wraps the packages, and Dad drops them off at the post office. The answer is B." + } + ] + }, + { + "id": "6877", + "conversations": [ + { + "from": "human", + "value": "Would you find the word dove on a dictionary page with the following guide words?\ndeck - drawer\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dove is between the guide words deck - drawer, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "6880", + "image": "6880\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "6886", + "image": "6886\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) oxygen (B) fluoromethane (C) carbon tetrachloride\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is A." + } + ] + }, + { + "id": "6891", + "image": "6891\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Antarctica (B) Australia (C) North America (D) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is B." + } + ] + }, + { + "id": "6899", + "image": "6899\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the reptile below.\nContext: Reptiles have scaly, waterproof skin. Most reptiles live on land. A dwarf crocodile is an example of a reptile.\nOptions: (A) green tree frog (B) box turtle\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA green tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches. The answer is B." + } + ] + }, + { + "id": "6902", + "image": "6902\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Atlantic Ocean (B) the Indian Ocean (C) the Pacific Ocean (D) the Southern Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is C." + } + ] + }, + { + "id": "6916", + "image": "6916\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Keenan baked two identical cakes. When he took them out of the oven, he left one cake in its pan and took the other cake out of its pan to put it on a plate. This table shows how the temperature of each cake changed over 5minutes.\nOptions: (A) the surroundings . . . each cake (B) each cake . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each cake decreased, which means that the thermal energy of each cake decreased. So, thermal energy was transferred from each cake to the surroundings. The answer is B." + } + ] + }, + { + "id": "6923", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) They say that diesel cars have better fuel economy than cars powered by gasoline. (B) Experts say that diesel cars have better fuel economy than cars powered by gasoline." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with experts.\nExperts say that diesel cars have better fuel economy than cars powered by gasoline. The answer is A." + } + ] + }, + { + "id": "6924", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a salt shaker?\nContext: Select the better estimate.\nOptions: (A) 43 milliliters (B) 43 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a salt shaker is 43 milliliters.\n43 liters is too much. The answer is A." + } + ] + }, + { + "id": "6940", + "image": "6940\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) Las Vegas (B) San Francisco (C) Phoenix (D) Salt Lake City\n" + }, + { + "from": "gpt", + "value": "The city is Las Vegas, Nevada. Salt Lake City, Phoenix, and San Francisco are marked with gray circles on the map below. The answer is A." + } + ] + }, + { + "id": "6942", + "conversations": [ + { + "from": "human", + "value": "Select the animal that has a backbone.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones.\nOptions: (A) curlyhair tarantula (B) red salamander" + }, + { + "from": "gpt", + "value": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A red salamander is an amphibian. Like other amphibians, a red salamander has a backbone.\nLike other tarantulas, a curlyhair tarantula does not have a backbone. It has a hard outer cover. The answer is B." + } + ] + }, + { + "id": "6948", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nJayce's leaving his job? That's old news. He's been planning that for months.\nContext: N/A\nOptions: (A) euphemism (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information. The answer is B." + } + ] + }, + { + "id": "6953", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) Bert subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior. (B) Bert seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses factoid in its traditional sense: something made up presented as a true fact.\nBert seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nBert subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "6955", + "image": "6955\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nEarth's volume is more than ten times as great as Mars's volume.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Mars.\nThen compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is less than 1.63 x 10^12 km^3. So, Earth's volume is less than ten times as great as Mars's volume. The answer is A." + } + ] + }, + { + "id": "6956", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nChandler plays tennis.\nContext: Hint: Playing tennis takes practice.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play tennis. Instead, some people learn how to play tennis. Playing the sport takes practice. So, playing tennis is an acquired trait. The answer is A." + } + ] + }, + { + "id": "6958", + "conversations": [ + { + "from": "human", + "value": "How long is a school bus?\nContext: Select the better estimate.\nOptions: (A) 13 meters (B) 13 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a school bus is 13 meters.\n13 centimeters is too short. The answer is A." + } + ] + }, + { + "id": "6964", + "image": "6964\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is the main persuasive appeal used in this ad?\nContext: N/A\nOptions: (A) logos (reason) (B) pathos (emotion) (C) ethos (character)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion. It links the product to feelings of happiness. The answer is B." + } + ] + }, + { + "id": "6965", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that Billy's mass did not change.\nThe gravitational potential energy stored between Billy and Earth () as he rode the escalator.\nContext: Read the text about a person in motion.\nBilly rode an escalator from the first floor to the second floor of a shopping mall.\nOptions: (A) decreased (B) increased (C) stayed the same" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Billy and the center of Earth changed.\nThe second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Billy and the center of Earth increased. So, the gravitational potential energy stored between Billy and Earth increased as he rode the escalator. The answer is B." + } + ] + }, + { + "id": "6967", + "image": "6967\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "6981", + "image": "6981\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following organisms is the producer in this food web?\nContext: Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) silver maple (B) beaver (C) gray fox (D) pine vole\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.\nThe persimmon tree does not have any arrows pointing to it. So, the persimmon tree is a producer.\nThe gray fox has arrows pointing to it, so it is not a producer.\nThe silver maple does not have any arrows pointing to it. So, the silver maple is a producer.\nThe beaver has an arrow pointing to it, so it is not a producer.\nThe pine vole has arrows pointing to it, so it is not a producer. The answer is A." + } + ] + }, + { + "id": "6984", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nOn the sand banks the rabbits sat as quietly as little gray, sculptured stones.\n\u2014John Steinbeck, Of Mice and Men\nContext: N/A\nOptions: (A) metaphor (B) simile" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text includes a simile, using like or as to compare two things that are not actually alike.\nAs quietly as little gray, sculptured stones compares rabbits to sculptured stones. The answer is B." + } + ] + }, + { + "id": "6987", + "image": "6987\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of force from the student's finger presses the key on the keyboard?\nContext: A student types on a keyboard. Her finger applies a force to a key.\nOptions: (A) push (B) pull\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The student's finger applies a force to the key as she types. The direction of this force is away from her finger. This force is a push. The answer is A." + } + ] + }, + { + "id": "6990", + "conversations": [ + { + "from": "human", + "value": "Read the following text from a student essay. How can the writer best improve his or her word choice?\nIf I could invent something, I would create a really nice bicycle. My bike would have a good seat and great tires so that I could ride it anywhere. It would also have a bell and special pockets for carrying things. A special top would be wonderful, so I could ride it in the rain but also enjoy the sun. I would choose a fun color to reflect my personality. Inventing a new bike would be cool.\nContext: N/A\nOptions: (A) by reducing repetitive language (B) by using more specific language" + }, + { + "from": "gpt", + "value": "When you review a fellow student's writing, try to make your feedback clear and specific. You can use questions such as the following to guide your feedback:\nIdeas and development: Does the writer express a clear main idea and develop it with evidence, examples, and analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that the ideas build on one another and are easy to follow?\nSentence fluency: Do the writer's sentences vary in structure and length, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely, avoiding excessive repetition or inappropriate language to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer use accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her word choice by using more specific language.\nFor example, the writer could replace the underlined text more descriptive language, such as the perfect bicycle; comfortable; durable; my cell phone, a water bottle, and a snack; foldable, umbrella-like top; unusual color like turquoise or magenta; my own custom bicycle; and thrilling.\nIf I could invent something, I would create a really nice bicycle. My bike would have a good seat and great tires so that I could ride it anywhere. It would also have a bell and special pockets for carrying things. A special top would be wonderful, so I could ride it in the rain but also enjoy the sun. I would choose a fun color to reflect my personality. Inventing a new bike would be cool. The answer is B." + } + ] + }, + { + "id": "7000", + "image": "7000\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Ohio?\nContext: N/A\nOptions: (A) Lincoln (B) Columbus (C) Chicago (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Columbus is the capital of Ohio. The answer is B." + } + ] + }, + { + "id": "7005", + "image": "7005\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Terrell and Allie trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nTerrell and Allie open their lunch boxes in the school cafeteria. Neither Terrell nor Allie got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nTerrell's lunch Allie's lunch\nOptions: (A) Terrell can trade his tomatoes for Allie's carrots. (B) Allie can trade her broccoli for Terrell's oranges. (C) Allie can trade her almonds for Terrell's tomatoes. (D) Terrell can trade his tomatoes for Allie's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nTerrell wants broccoli. Allie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "7007", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nan antacid tablet reacting with water\nburning food on a stove\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are chemical changes. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nAn antacid tablet reacting with water is a chemical change. When the tablet touches water, the type of matter in the tablet changes and carbon dioxide gas is released. This gas makes the water fizz.\nBurning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBurning is caused by heating. But an antacid tablet reacting with water is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "7012", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the sled's mass did not change.\nThe gravitational potential energy stored between the sled and Earth () as Julia rode down the hill.\nContext: Read the text about an object in motion.\nOn a snowy day, Julia rode her sled down a big hill.\nOptions: (A) increased (B) stayed the same (C) decreased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Julia started sledding. As Julia rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Julia rode down the hill. The answer is C." + } + ] + }, + { + "id": "7014", + "image": "7014\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for swimming?\nContext: Black-bellied whistling ducks live near lakes and streams in North America. They find most of their food in shallow water. The feet of the are adapted for swimming.\nFigure: black-bellied whistling duck.\nOptions: (A) European beaver (B) sable\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the black-bellied whistling duck.\nThe black-bellied whistling duck has webbed feet. Its feet are adapted for swimming. As it swims, the black-bellied whistling duck uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European beaver has webbed feet. Its feet are adapted for swimming.\nThe sable has hoofed feet. Its feet are not adapted for swimming. The sable uses its feet to walk and run on hard ground. The answer is A." + } + ] + }, + { + "id": "7021", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Darnell's phenotype for the cystic fibrosis trait?\nContext: This passage describes the cystic fibrosis trait in humans:\n\nIn a group of humans, some individuals have cystic fibrosis and others do not. In this group, the gene for the cystic fibrosis trait has two alleles. The allele F is for not having cystic fibrosis, and the allele f is for having cystic fibrosis.\nDarnell, a human from this group, has cystic fibrosis. Darnell has two alleles for having cystic fibrosis.\nOptions: (A) ff (B) having cystic fibrosis" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Darnell's observable version of the cystic fibrosis trait is having cystic fibrosis. So, Darnell's phenotype for the cystic fibrosis trait is having cystic fibrosis. The answer is B." + } + ] + }, + { + "id": "7023", + "image": "7023\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Massachusetts?\nContext: N/A\nOptions: (A) Boston (B) Chicago (C) Cambridge (D) Concord\n" + }, + { + "from": "gpt", + "value": "Boston is the capital of Massachusetts. The answer is A." + } + ] + }, + { + "id": "7026", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nBrody always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor.\nContext: N/A\nOptions: (A) compound (B) compound-complex (C) simple (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nBrody always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. The answer is A." + } + ] + }, + { + "id": "7031", + "image": "7031\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Dakota?\nContext: N/A\nOptions: (A) Saint Paul (B) Madison (C) Pierre (D) Rapid City\n" + }, + { + "from": "gpt", + "value": "Pierre is the capital of South Dakota. The answer is C." + } + ] + }, + { + "id": "7033", + "image": "7033\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Natalie's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nNatalie prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Natalie soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Natalie scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.\nOptions: (A) Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes? (B) Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "7037", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nRust forming on a bike frame is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Rust forming on a bike frame is a chemical change. The metal on the bike changes into rust. Metal and rust are different types of matter. The answer is B." + } + ] + }, + { + "id": "7038", + "image": "7038\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?\nContext: Great egrets live near wetlands and lakes. They eat mostly fish.\nThe 's neck helps it grab fish while keeping the rest of its body still. If the egret had to move its body, it might scare the fish away.\nFigure: great egret.\nOptions: (A) mallard (B) painted stork\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the great egret.\nThe great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe painted stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe mallard has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still. The answer is B." + } + ] + }, + { + "id": "7041", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a trumpet?\nContext: Select the best estimate.\nOptions: (A) 2 ounces (B) 2 tons (C) 2 pounds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a trumpet is 2 pounds.\n2 ounces is too light and 2 tons is too heavy. The answer is C." + } + ] + }, + { + "id": "7047", + "image": "7047\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Madison, Wisconsin.\nMadison, the capital of Wisconsin, is located in the southern part of the state. For two weeks in December, the temperature never rose above 20\u00b0F.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nMadison, the capital of Wisconsin, is located in the southern part of the state. For two weeks in December, the temperature never rose above 20\u00b0F.\nThe underlined part of the passage tells you what the temperature in Madison was like in December. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "7052", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Chitters's genotype for the leg color gene?\nContext: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele L is for white legs, and the allele l is for yellow legs.\nChitters, a chicken from this group, has white legs. Chitters has two alleles for white legs.\nOptions: (A) LL (B) white legs" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Chitters has two alleles for white legs (L). So, Chitters's genotype for the leg color gene is LL. The answer is A." + } + ] + }, + { + "id": "7055", + "image": "7055\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "7057", + "image": "7057\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the American alligator.\nContext: This organism is an American alligator. Its scientific name is Alligator mississippiensis.\nOptions: (A) Alligator sinensis (B) Alligator mississippiensis (C) Aequorea victoria\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An American alligator's scientific name is Alligator mississippiensis.\nAequorea victoria does not have the same scientific name as an American alligator. So, Alligator mississippiensis and Aequorea victoria are not in the same species.\nAlligator mississippiensis is in the same genus as Alligator sinensis, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Alligator mississippiensis and Alligator sinensis are different species within the same genus.\nAlligator mississippiensis has the same scientific name as an American alligator. So, these organisms are in the same species. The answer is B." + } + ] + }, + { + "id": "7059", + "image": "7059\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) bouncy (B) opaque\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The tin foil is not bouncy.\nAn opaque object does not let light through. The tin foil is opaque. The answer is B." + } + ] + }, + { + "id": "7064", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Angel's genotype for the leg color gene?\nContext: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele L is for white legs, and the allele l is for yellow legs.\nAngel, a chicken from this group, has yellow legs. Angel has two alleles for yellow legs.\nOptions: (A) ll (B) yellow legs" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Angel has two alleles for yellow legs (l). So, Angel's genotype for the leg color gene is ll. The answer is A." + } + ] + }, + { + "id": "7078", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nThe ancient oak tree () under the weight of its own branches.\nContext: N/A\nOptions: (A) cracked (B) slouched" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word slouched. It describes the tree as if it were a person with slumping shoulders. The answer is B." + } + ] + }, + { + "id": "7083", + "image": "7083\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Montana?\nContext: N/A\nOptions: (A) Helena (B) Birmingham (C) Tucson (D) Salem\n" + }, + { + "from": "gpt", + "value": "Helena is the capital of Montana. The answer is A." + } + ] + }, + { + "id": "7085", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ncarving a piece of wood\nsewing an apron\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are chemical changes. (C) Both are caused by cooling. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCarving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.\nSewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "7092", + "conversations": [ + { + "from": "human", + "value": "Which is the softest?\nContext: N/A\nOptions: (A) plastic bucket (B) cotton apron (C) glass flask" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Soft is a property. A soft material changes shape when pressed or squeezed.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the cotton apron is the softest. Cotton fabric changes shape easily when you squeeze it. The answer is B." + } + ] + }, + { + "id": "7094", + "image": "7094\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) sticky (B) translucent (C) sweet\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All four objects are translucent.\nA sticky object can attach or stick to other things. The honey is sticky, but the marbles are not.\nSugar has a sweet taste. The honey is sweet, but the wet ice cube and the marbles are not.\nThe property that all four objects have in common is translucent. The answer is B." + } + ] + }, + { + "id": "7107", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nMr. Atkinson will deliver the envelope to Trent.\nContext: N/A\nOptions: (A) future tense (B) past tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, deliver. The verb tells you about something that is going to happen. The answer is A." + } + ] + }, + { + "id": "7108", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air inside of a classroom?\nContext: Select the better estimate.\nOptions: (A) 75\u00b0C (B) 75\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air inside of a classroom is 75\u00b0F.\n75\u00b0C is too hot. The answer is B." + } + ] + }, + { + "id": "7115", + "image": "7115\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Georgia?\nContext: N/A\nOptions: (A) Savannah (B) Athens (C) Atlanta (D) Boston\n" + }, + { + "from": "gpt", + "value": "Atlanta is the capital of Georgia. The answer is C." + } + ] + }, + { + "id": "7119", + "conversations": [ + { + "from": "human", + "value": "Two blocks of iron have the same temperature but different masses. Which block has more thermal energy?\nContext: The objects are made of the same type of matter.\nOptions: (A) the block of iron with less mass (B) the block of iron with more mass" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two blocks of iron have the same temperature and are made of the same type of matter. So, the block of iron with more mass has more thermal energy. The answer is B." + } + ] + }, + { + "id": "7121", + "image": "7121\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is these swim goggles made of?\nContext: N/A\nOptions: (A) wool (B) plastic\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the swim goggles.\nThe swim goggles are made of two different materials. The lenses are plastic, and the straps are rubber. The answer is B." + } + ] + }, + { + "id": "7124", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nScientists will measure the rainfall in Danville.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "7126", + "image": "7126\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nEthanol is ().\nContext: The model below represents a molecule of ethanol. Ethanol can be used as a fuel. Most of the gasoline that is used in the United States is about 10% ethanol.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether ethanol is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of ethanol is composed of six hydrogen atoms, two carbon atoms, and one oxygen atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that ethanol is composed of three chemical elements: hydrogen, carbon, and oxygen. Since ethanol is composed of multiple chemical elements bonded together, ethanol is a compound. The answer is B." + } + ] + }, + { + "id": "7130", + "image": "7130\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) San Antonio (B) Boston (C) Washington, D.C. (D) Atlanta\n" + }, + { + "from": "gpt", + "value": "The city is Washington, D.C. San Antonio, Boston, and Atlanta are marked with gray circles on the map below. The answer is C." + } + ] + }, + { + "id": "7134", + "image": "7134\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the North American beaver.\nContext: This organism is a North American beaver. Its scientific name is Castor canadensis.\nOptions: (A) Castor canadensis (B) Ovis canadensis (C) Strix varia\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor.\nThis organism and the North American beaver are in the same genus and the same species! Both organisms have the same scientific name, Castor canadensis.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Castor canadensis are not in the same genus.\nOvis canadensis and Castor canadensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ovis canadensis and Castor canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Ovis canadensis is in the genus Ovis, and Castor canadensis is in the genus Castor. The answer is A." + } + ] + }, + { + "id": "7135", + "image": "7135\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample B (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "7138", + "conversations": [ + { + "from": "human", + "value": "Which online professional profile is more formal?\nContext: N/A\nOptions: (A) I am a certified college graduate seeking a teaching position. (B) I've got a degree and certification and want to get a job teaching." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second online professional profile is more formal. It uses more elevated language (certified college graduate, teaching position) and avoids overly personal or casual language (I've got, want to get). The answer is A." + } + ] + }, + { + "id": "7140", + "image": "7140\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.\nOptions: (A) each refrigerator . . . the surroundings (B) the surroundings . . . each refrigerator\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. The answer is B." + } + ] + }, + { + "id": "7145", + "image": "7145\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA manta ray is an example of a fish.\nOptions: (A) tiger shark (B) leaf-tailed gecko (C) Hermann's tortoise (D) dwarf crocodile\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A tiger shark is a fish. It lives underwater. It has fins, not limbs.\nTiger sharks are nocturnal. This means that they are active mostly at night.\nA leaf-tailed gecko is a reptile. It has scaly, waterproof skin.\nMany geckos have special pads on their toes. The pads help them climb up plants and rocks.\nA dwarf crocodile is a reptile. It has scaly, waterproof skin.\nCrocodiles hunt their prey in or near water.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell. The answer is A." + } + ] + }, + { + "id": "7147", + "image": "7147\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the chemical formula for this molecule.\nContext: N/A\nOptions: (A) BF3 (B) BFe3 (C) HB3F (D) B2F3\n" + }, + { + "from": "gpt", + "value": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance. B is the symbol for boron. F is the symbol for fluorine. This ball-and-stick model shows a molecule with one boron atom and three fluorine atoms.\nThe chemical formula will contain the symbols B and F. There is one boron atom, so B will not have a subscript. There are three fluorine atoms, so F will have a subscript of 3.\nThe correct formula is BF3.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above. The answer is A." + } + ] + }, + { + "id": "7150", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 200-gram cup of black tea at a temperature of 105\u00b0F (B) a 200-gram cup of black tea at a temperature of 100\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two cups of black tea have the same mass but different temperatures. Since the 105\u00b0F cup of black tea is hotter than the 100\u00b0F cup of black tea, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "7161", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Undyne's phenotype for the Bekko patterning trait?\nContext: This passage describes the Bekko patterning trait in koi fish:\n\nIn a group of koi fish, some individuals have Bekko patterning and others do not. In this group, the gene for the Bekko patterning trait has two alleles. The allele for not having Bekko patterning (b) is recessive to the allele for having Bekko patterning (B).\nUndyne is a koi fish from this group. Undyne has the homozygous genotype BB for the Bekko patterning gene.\nOptions: (A) not having Bekko patterning (B) having Bekko patterning" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Undyne's genotype for the Bekko patterning gene is BB. Undyne's genotype of BB has only B allelles. The B allele is for having Bekko patterning. So, Undyne's phenotype for the Bekko patterning trait must be having Bekko patterning.\nTo check this answer, consider whether Undyne's alleles are dominant or recessive. The allele for not having Bekko patterning (b) is recessive to the allele for having Bekko patterning (B). This means B is a dominant allele, and b is a recessive allele.\nUndyne's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Undyne's phenotype for the Bekko patterning trait must be having Bekko patterning. The answer is B." + } + ] + }, + { + "id": "7164", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Dutchess's phenotype for the ear type trait?\nContext: In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for curled ears (E) is dominant over the allele for straight ears (e).\nDutchess is an American curl cat from this group. Dutchess has the heterozygous genotype Ee for the ear type gene.\nOptions: (A) curled ears (B) straight ears" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Dutchess's phenotype for the ear type trait. First, consider the alleles in Dutchess's genotype for the ear type gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for curled ears (E) is dominant over the allele for straight ears (e). This means E is a dominant allele, and e is a recessive allele.\nDutchess's genotype of Ee has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Dutchess's phenotype for the ear type trait must be curled ears. The answer is A." + } + ] + }, + { + "id": "7188", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nbolt - buckled\nContext: N/A\nOptions: (A) brow (B) bandage" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince brow is between the guide words bolt - buckled, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "7191", + "image": "7191\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following best describes a population in a forest in the Cascade mountains?\nContext: Read the passage. Then answer the question below.\n\nThe forests in Oregon's Cascade mountains include western red cedar and Douglas fir, two of the tallest tree species in the world. Both of these species can grow to be 100 meters tall, or as tall as a 30-story building!\nSeveral owl species, including long-eared owls, great horned owls, and northern pygmy owls, live in these forests. Owls are nocturnal, which means they are most active at night. During the day, they rest high in the tall trees.\nFigure: fir trees in the Cascade mountains.\nOptions: (A) the western red cedar trees (B) the great horned owls and the northern pygmy owls (C) the Douglas fir trees and the long-eared owls\n" + }, + { + "from": "gpt", + "value": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem. The answer is A." + } + ] + }, + { + "id": "7192", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nThe rising tide () the sandcastle that the children had so carefully crafted.\nContext: N/A\nOptions: (A) washed over (B) gobbled up" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase gobbled up. It describes the tide as if it were a hungry person. The answer is B." + } + ] + }, + { + "id": "7206", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Ants attacked our picnic. (B) My ancestors are from Russia, they came here many years ago." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. My ancestors are from Russia, they came here many years ago is a run-on sentence. It has two sentences that are joined by just a comma: My ancestors are from Russia and They came here many years ago. The answer is B." + } + ] + }, + { + "id": "7207", + "conversations": [ + { + "from": "human", + "value": "Would you find the word rock on a dictionary page with the following guide words?\nregret - ruffle\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince rock is between the guide words regret - ruffle, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "7208", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Lucia investigate with an experiment?\nContext: Lucia is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:\naccess to a small snow-covered hill at the park\na small plastic sled\na large plastic sled\na rubber inner tube sled\na stopwatch\nOptions: (A) Does a rubber inner tube sled go faster down a small hill or down a big hill? (B) Does a rubber inner tube sled or a plastic sled go faster down a hill? (C) Does a plastic sled or a wooden sled go down a hill faster?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "7209", + "image": "7209\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Vanuatu (B) the Marshall Islands (C) the Federated States of Micronesia (D) Solomon Islands\n" + }, + { + "from": "gpt", + "value": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is B." + } + ] + }, + { + "id": "7212", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nBarbara should either stop reading those sappy paranormal romance novels or finally admit that she doesn't believe in empowering women.\nContext: N/A\nOptions: (A) false dichotomy: an argument that presents only two choices when more options exist (B) guilt by association: a negative association intended to discredit someone or something (C) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Barbara either must give up reading a certain type of book or admit she doesn't believe in female empowerment. However, someone can both enjoy reading paranormal romance books and also believe in empowering women. This illustrates a type of logical fallacy known as a false dichotomy. The answer is A." + } + ] + }, + { + "id": "7215", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncafe - consent\nContext: N/A\nOptions: (A) chief (B) crag" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince chief is between the guide words cafe - consent, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "7216", + "image": "7216\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Alabama (B) Oklahoma (C) Arizona (D) West Virginia\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north. The answer is D." + } + ] + }, + { + "id": "7219", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a newspaper?\nContext: N/A\nOptions: (A) The New York Times (B) The New york Times" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between.\nThe correct title is The New York Times. The answer is A." + } + ] + }, + { + "id": "7226", + "image": "7226\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the text, what was one of the things that made Alex different from most parrots?\nContext: Read the text about Alex the parrot.\nMost parrots can speak, or at least copy the sounds of people talking. Alex, an African grey parrot, learned to do much more. He knew how to do simple math. In fact, he was capable of adding up to six objects. Alex added up crackers, jelly beans, and blocks. He could also point out seven different colors and six shapes. And he knew more than a hundred words!\nAlex's owner taught him for more than thirty years and observed a lot about how parrots learn. People had worked with animals before Alex to see if animals could understand language and math. But Alex proved that animals might be even smarter than we thought!\nOptions: (A) He loved playing with blocks. (B) He was an African grey parrot. (C) He was able to do math.\n" + }, + { + "from": "gpt", + "value": "Look at the text in bold below. It tells you what made Alex different from most parrots.\nMost parrots can speak, or at least copy the sounds of people talking. Alex, an African grey parrot, learned to do much more. He knew how to do simple math. In fact, he was capable of adding up to six objects. Alex added up crackers, jelly beans, and blocks. He could also point out seven different colors and six shapes. And he knew more than a hundred words! The answer is C." + } + ] + }, + { + "id": "7235", + "conversations": [ + { + "from": "human", + "value": "Last year, 50,000 people lived in the city of Millersburg. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Millersburg?\nContext: N/A\nOptions: (A) The supply probably went down. (B) The supply probably went up." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Millersburg fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Millersburg has gone up. So, the supply of houses for sale probably went up, too. The answer is B." + } + ] + }, + { + "id": "7238", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two trains. Which train was moving at a lower speed?\nContext: N/A\nOptions: (A) a train that moved 835kilometers in 10hours (B) a train that moved 945kilometers in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each train moved and the time it took to move that distance.\nOne train moved 835 kilometers in 10 hours.\nThe other train moved 945 kilometers in 10 hours.\nNotice that each train spent the same amount of time moving. The train that moved 835 kilometers moved a shorter distance in that time. So, that train must have moved at a lower speed. The answer is A." + } + ] + }, + { + "id": "7244", + "image": "7244\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Emmet and Kathleen trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nEmmet and Kathleen open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Emmet wanted broccoli in his lunch and Kathleen was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Emmet can trade his tomatoes for Kathleen's broccoli. (B) Emmet can trade his tomatoes for Kathleen's sandwich. (C) Kathleen can trade her almonds for Emmet's tomatoes. (D) Kathleen can trade her broccoli for Emmet's oranges.\n" + }, + { + "from": "gpt", + "value": "Emmet wanted broccoli in his lunch and Kathleen was hoping for tomatoes. Look at the labeled part of the images.\nEmmet has tomatoes. Kathleen has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A." + } + ] + }, + { + "id": "7250", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) Darkness comes quickly on long winter nights. (B) Zoe just moved here she's new to our country." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Darkness comes quickly on long winter nights is a complete sentence. The subject is darkness, and the verb is comes. The answer is A." + } + ] + }, + { + "id": "7255", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this pea plant's genotype for the pod shape gene?\nContext: This passage describes the pod shape trait in pea plants:\n\nIn a group of pea plants, some individuals have inflated pods and others have constricted pods. In this group, the gene for the pod shape trait has two alleles. The allele D is for inflated pods, and the allele d is for constricted pods.\nA certain pea plant from this group has inflated pods. This plant has one allele for inflated pods and one allele for constricted pods.\nOptions: (A) Dd (B) inflated pods" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has one allele for inflated pods (D) and one allele for constricted pods (d). So, the plant's genotype for the pod shape gene is Dd. The answer is A." + } + ] + }, + { + "id": "7266", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this tomato plant's genotype for the fruit color gene?\nContext: In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele F is for red fruit, and the allele f is for yellow fruit.\nA certain tomato plant from this group has red fruit. This plant has one allele for red fruit and one allele for yellow fruit.\nOptions: (A) Ff (B) red fruit" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The tomato plant has one allele for red fruit (F) and one allele for yellow fruit (f). So, the plant's genotype for the fruit color gene is Ff. The answer is A." + } + ] + }, + { + "id": "7267", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word random in its traditional sense?\nContext: N/A\nOptions: (A) At the grocery store, Denise hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food. (B) Denise made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses random in its traditional sense: made or occurring without a definite pattern.\nAt the grocery store, Denise hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.\nThe second text uses random in its nontraditional sense: odd or out of place.\nDenise made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.\nMost style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect. The answer is A." + } + ] + }, + { + "id": "7270", + "image": "7270\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the picture. Which word best describes the sound this lion makes?\nContext: N/A\nOptions: (A) roaring (B) splashing (C) banging\n" + }, + { + "from": "gpt", + "value": "When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n Look at the picture.\nThe word roaring describes the sound this lion makes.\nSplashing and banging can also describe sounds. But they do not describe the sounds this lion makes. The answer is A." + } + ] + }, + { + "id": "7272", + "conversations": [ + { + "from": "human", + "value": "How long is a leather belt?\nContext: Select the better estimate.\nOptions: (A) 65 kilometers (B) 65 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a leather belt is 65 centimeters.\n65 kilometers is too long. The answer is B." + } + ] + }, + { + "id": "7285", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nAkiko teaches Emily about customs in Japan.\nContext: N/A\nOptions: (A) present tense (B) past tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, teaches. The verb ends in -es and tells you about something that is true or happening now. The answer is A." + } + ] + }, + { + "id": "7291", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Bella was stung by a bee, so her finger is slightly swollen. (B) Mr. Estrada's afternoon lecture was about art and culture in Germany before World War II." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.\nBella was stung by a bee, so her finger is slightly swollen. The answer is A." + } + ] + }, + { + "id": "7301", + "image": "7301\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.\nContext: The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.\nOptions: (A) to the right than to the left (B) to the left than to the right\n" + }, + { + "from": "gpt", + "value": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. The answer is A." + } + ] + }, + { + "id": "7306", + "image": "7306\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Antarctica (B) Europe (C) Asia (D) Africa\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Europe. The answer is B." + } + ] + }, + { + "id": "7310", + "image": "7310\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Farid's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nFarid used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Farid recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Farid compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.\nOptions: (A) Can pennies hold more drops of pure water or water mixed with hand soap? (B) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "7318", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Kevin inherited this trait?\nContext: Read the description of a trait.\nKevin has straight hair.\nOptions: (A) Kevin's parents were born with straight hair. They passed down this trait to Kevin. (B) Kevin and his father both have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "7319", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nAn auction house representative described Bob Dylan's handwritten lyrics, worth over a million dollars, as \"the holy grail of lyrics.\"\nContext: N/A\nOptions: (A) history (B) a poem" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion holy grail is history.\nDuring the Middle Ages, knights sought to find the Holy Grail, the cup that was supposedly used by Jesus at the Last Supper.\nThe allusion holy grail means something desired but hard to obtain. The answer is A." + } + ] + }, + { + "id": "7322", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a car's gas tank?\nContext: Select the better estimate.\nOptions: (A) 42 milliliters (B) 42 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a car's gas tank is 42 liters.\n42 milliliters is too little. The answer is B." + } + ] + }, + { + "id": "7329", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a guitar?\nContext: Select the better estimate.\nOptions: (A) 4 grams (B) 4 kilograms" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a guitar is 4 kilograms.\n4 grams is too light. The answer is B." + } + ] + }, + { + "id": "7333", + "image": "7333\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Hampshire (B) Delaware (C) Kentucky (D) Wisconsin\n" + }, + { + "from": "gpt", + "value": "The colony is Delaware. The answer is B." + } + ] + }, + { + "id": "7336", + "image": "7336\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "7348", + "image": "7348\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Steigerwald Forest ecosystem?\nContext: Figure: Steigerwald Forest.\nThe Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany. This forest has many oak and beech trees.\nOptions: (A) It has soil that is rich in nutrients. (B) It has a small amount of rain or snow. (C) It has soil that is poor in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statement describes the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is rich in nutrients. The following statements do not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients. It has a small amount of rain or snow. The answer is A." + } + ] + }, + { + "id": "7349", + "image": "7349\\image.png", + "conversations": [ + { + "from": "human", + "value": "How much time passed between the founding of Jamestown, Virginia, and the start of the Revolutionary War?\nContext: Look at the timeline. Then answer the question.\nOptions: (A) 100 to 150 years (B) less than 50 years (C) 50 to 100 years (D) more than 150 years\n" + }, + { + "from": "gpt", + "value": "More than 150 years passed between the founding of the Jamestown colony in Virginia and the start of the Revolutionary War.\nJamestown was founded in 1607. The Revolutionary War started 168 years later, in 1775. The answer is D." + } + ] + }, + { + "id": "7358", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nflee - frontier\nContext: N/A\nOptions: (A) foolish (B) face" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince foolish is between the guide words flee - frontier, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "7365", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nThe actor blinks away his tears.\nContext: N/A\nOptions: (A) past tense (B) present tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, blinks. The verb ends in -s and tells you about something that is true or happening now. The answer is B." + } + ] + }, + { + "id": "7367", + "image": "7367\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 1. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "7373", + "image": "7373\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for swimming?\nContext: Red-eared sliders are a type of turtle. They are found in ponds, lakes, and rivers in many parts of North America. The feet of the are adapted for swimming.\nFigure: red-eared slider.\nOptions: (A) New Zealand falcon (B) California gull\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the red-eared slider.\nThe red-eared slider has webbed feet. Its feet are adapted for swimming. As it swims, the red-eared slider uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe California gull has small claws and webbed feet. Its feet are adapted for swimming.\nThe New Zealand falcon has long toes with sharp claws. Its feet are not adapted for swimming. The New Zealand falcon uses its feet to grab prey. The answer is B." + } + ] + }, + { + "id": "7374", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) love,\nTony (B) Love,\nTony" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "7385", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Argo's phenotype for the coat color trait?\nContext: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a reddish-brown coat.\nArgo, a horse from this group, has a reddish-brown coat. Argo has two alleles for a reddish-brown coat.\nOptions: (A) a reddish-brown coat (B) ll" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Argo's observable version of the coat color trait is a reddish-brown coat. So, Argo's phenotype for the coat color trait is a reddish-brown coat. The answer is A." + } + ] + }, + { + "id": "7387", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a short story?\nContext: N/A\nOptions: (A) The Law of Life (B) \"The Law of Life\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A short story should be in quotation marks.\nThe correct title is \"The Law of Life.\" The answer is B." + } + ] + }, + { + "id": "7390", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe old wooden rocking chair that Tanvi brought home from the rummage sale was as comfortable as a bed of nails.\nContext: N/A\nOptions: (A) verbal irony (B) pun" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable. The answer is A." + } + ] + }, + { + "id": "7395", + "image": "7395\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) New Mexico (B) Kansas (C) Maryland (D) Alabama\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. New Mexico is farthest west. The answer is A." + } + ] + }, + { + "id": "7403", + "conversations": [ + { + "from": "human", + "value": "Select the mixture.\nContext: N/A\nOptions: (A) lemonade (B) silver" + }, + { + "from": "gpt", + "value": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A." + } + ] + }, + { + "id": "7405", + "image": "7405\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A pelican is an example of a bird.\nOptions: (A) flamingo (B) cane toad\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A flamingo is a bird. It has feathers, two wings, and a beak.\nA cane toad is an amphibian. It has moist skin and begins its life in water. The answer is A." + } + ] + }, + { + "id": "7415", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 5-kilogram gold bar at a temperature of 31\u00b0F (B) a 5-kilogram gold bar at a temperature of 17\u00b0F (C) a 5-kilogram gold bar at a temperature of 25\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three gold bars have the same mass but different temperatures. Since the 31\u00b0F gold bar is the hottest, it has the most thermal energy. The answer is A." + } + ] + }, + { + "id": "7418", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) The construction of the Channel Tunnel cost a ridiculous amount of money. (B) The Channel Tunnel, which runs beneath the English Channel, connects England and France by rail." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nThe Channel Tunnel, which runs beneath the English Channel, connects England and France by rail.\nIt can be proved by checking an accurate website about the Channel Tunnel.\nThe second sentence states an opinion.\nThe construction of the Channel Tunnel cost a ridiculous amount of money.\nRidiculous shows what a person believes, thinks, or feels. Another person might have a different opinion about what is ridiculous. The answer is B." + } + ] + }, + { + "id": "7424", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Becky, (B) Dear becky," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Becky is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "7428", + "image": "7428\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample A (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "7432", + "conversations": [ + { + "from": "human", + "value": "Select the invertebrate.\nContext: Hint: Insects, spiders, and worms are invertebrates.\nOptions: (A) rockfish (B) albatross (C) leaf-curling spider (D) whiptail lizard" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. Like other spiders, a leaf-curling spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.\nA rockfish is a fish. Like other fish, a rockfish is a vertebrate. It has a backbone.\nAn albatross is a bird. Like other birds, an albatross is a vertebrate. It has a backbone. The answer is C." + } + ] + }, + { + "id": "7434", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) After Jenny scolded Annie for missing the deadline, she felt awful. (B) Jenny felt awful after she scolded Annie for missing the deadline." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun she could refer to Jenny or Annie.\nAfter Jenny scolded Annie for missing the deadline, she felt awful.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nJenny felt awful after she scolded Annie for missing the deadline. The answer is A." + } + ] + }, + { + "id": "7447", + "conversations": [ + { + "from": "human", + "value": "Choose the poem that has a regular rhythm, or a pattern of sound like a beat.\nContext: From Alfred, Lord Tennyson, \"Lady Clare\" and from E. E. Cummings, \"but the other\"\nOptions: (A) in spring\nropes\nof silver gliding from sunny\nthunder into freshness (B) \"He does not love me for my birth,\nNor for my lands so broad and fair;\nHe loves me for my own true worth,\nAnd that is well,\" said Lady Clare." + }, + { + "from": "gpt", + "value": "Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\" This poem has a regular rhythm, or a pattern of sound like a beat. The parts in bold show the strong syllables. The pattern is a weak syllable followed by a strong syllable. It sounds like da-DUM da-DUM.\nAnd that is well,\" said Lady Clare. The answer is B." + } + ] + }, + { + "id": "7457", + "image": "7457\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) smooth (B) rough\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. Both objects are rough.\nA smooth object is not scratchy or rough. Neither of the objects are smooth.\nThe property that both objects have in common is rough. The answer is B." + } + ] + }, + { + "id": "7462", + "image": "7462\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "7465", + "image": "7465\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the brown pelican.\nContext: This organism is a brown pelican. Its scientific name is Pelecanus occidentalis.\nOptions: (A) Ardea cocoi (B) Ictinia mississippiensis (C) Pelecanus occidentalis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A brown pelican's scientific name is Pelecanus occidentalis.\nArdea cocoi does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Ardea cocoi are not in the same species.\nPelecanus occidentalis has the same scientific name as a brown pelican. So, these organisms are in the same species.\nIctinia mississippiensis does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Ictinia mississippiensis are not in the same species. The answer is C." + } + ] + }, + { + "id": "7466", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nIf you have any doubts that Ken Henderson is the ideal candidate, just look at how many people have come out to vote for him.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) appeal to nature: the assumption that natural things are always good (C) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Ken Henderson is the ideal candidate because so many people turned out to vote for him. However, just because many people voted for Ken Henderson, it doesn't necessarily mean he is the ideal candidate. He could be a popular candidate for other reasons. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is A." + } + ] + }, + { + "id": "7467", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Your Student,\nJulia (B) Your student,\nJulia" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "7470", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Ken investigate with an experiment?\nContext: Ken and his sister are building ramps to race their toy cars down. Ken notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:\ntwo identical toy cars\na wooden ramp three feet long and two feet tall\na cardboard ramp three feet long and two feet tall\nOptions: (A) Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels? (B) Does a big toy car go down the wooden ramp faster than a small toy car? (C) Do toy cars go faster down the ramp made of wood or the ramp made of cardboard?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "7474", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Cleo's phenotype for the fur color trait?\nContext: In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele for light fur (f) is recessive to the allele for dark fur (F).\nCleo is a rock pocket mouse from this group. Cleo has the homozygous genotype ff for the fur color gene.\nOptions: (A) light fur (B) dark fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Cleo's genotype for the fur color gene is ff. Cleo's genotype of ff has only f alleles. The f allele is for light fur. So, Cleo's phenotype for the fur color trait must be light fur.\nTo check this answer, consider whether Cleo's alleles are dominant or recessive. The allele for light fur (f) is recessive to the allele for dark fur (F). This means F is a dominant allele, and f is a recessive allele.\nCleo's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Cleo's phenotype for the fur color trait must be light fur. The answer is A." + } + ] + }, + { + "id": "7477", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) If Fred doesn't know how to make homemade waffles, he can find the recipe in the cookbook. (B) If Fred doesn't know how to make homemade waffles, he can find it in the cookbook." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.\nIf Fred doesn't know how to make homemade waffles, he can find the recipe in the cookbook. The answer is B." + } + ] + }, + { + "id": "7480", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nAt the museum, we saw statues from China.\nContext: N/A\nOptions: (A) declarative (B) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A." + } + ] + }, + { + "id": "7483", + "image": "7483\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which fish's mouth is also adapted for tearing through meat?\nContext: Barracudas often hunt large fish for food. The 's mouth is adapted to tear through meat.\nFigure: barracuda.\nOptions: (A) bull shark (B) magnificent rabbitfish\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the barracuda.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bull shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe magnificent rabbitfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat. The answer is A." + } + ] + }, + { + "id": "7487", + "image": "7487\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "7488", + "image": "7488\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Mitchell's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMitchell, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Mitchell thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.\nSo, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.\nFigure: fabric that has not absorbed drops of water.\nOptions: (A) if the sample fabric would absorb one drop of water in less than one second (B) how much athletes would sweat in the fabric (C) how long it would take the sample fabric to dry after it absorbed one drop of water\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "7490", + "conversations": [ + { + "from": "human", + "value": "What does the personification in this text suggest?\nEmmet tried to ignore his unfinished essay, but it glared at him from across the room.\nContext: N/A\nOptions: (A) It bothered Emmet that the essay wasn't finished. (B) Emmet thought he was being watched." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Emmet that the essay wasn't finished. The essay is like a person who is bothering Emmet. The answer is A." + } + ] + }, + { + "id": "7494", + "image": "7494\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the Chinese alligator.\nContext: This organism is a Chinese alligator. Its scientific name is Alligator sinensis.\nOptions: (A) Miscanthus sinensis (B) Alligator sinensis (C) Strix varia\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Alligator sinensis are not in the same genus.\nMiscanthus sinensis and Alligator sinensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Miscanthus sinensis and Alligator sinensis have the same species name within their genus, sinensis. But the first words of their scientific names are different. Miscanthus sinensis is in the genus Miscanthus, and Alligator sinensis is in the genus Alligator.\nThis organism and the Chinese alligator are in the same genus and the same species! Both organisms have the same scientific name, Alligator sinensis. The answer is B." + } + ] + }, + { + "id": "7495", + "image": "7495\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Pablo's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPablo used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Pablo recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Pablo compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.\nOptions: (A) Can pennies hold more drops of pure water or water mixed with hand soap? (B) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "7497", + "image": "7497\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arizona?\nContext: N/A\nOptions: (A) Helena (B) Phoenix (C) Tucson (D) Honolulu\n" + }, + { + "from": "gpt", + "value": "Phoenix is the capital of Arizona. The answer is B." + } + ] + }, + { + "id": "7507", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nEarth is hit by a rock from outer space.\nContext: N/A\nOptions: (A) deposition (B) landslide (C) meteorite crash" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "7512", + "conversations": [ + { + "from": "human", + "value": "Which is harder?\nContext: N/A\nOptions: (A) rubber balloons (B) ceramic tea cup" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the ceramic tea cup is harder. If you press on a piece of ceramic, it will not change shape. The answer is B." + } + ] + }, + { + "id": "7514", + "image": "7514\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Hampshire?\nContext: N/A\nOptions: (A) Louisville (B) Pittsburgh (C) Manchester (D) Concord\n" + }, + { + "from": "gpt", + "value": "Concord is the capital of New Hampshire. The answer is D." + } + ] + }, + { + "id": "7517", + "image": "7517\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oregon?\nContext: N/A\nOptions: (A) Billings (B) Salem (C) Portland (D) Salt Lake City\n" + }, + { + "from": "gpt", + "value": "Salem is the capital of Oregon. The answer is B." + } + ] + }, + { + "id": "7521", + "conversations": [ + { + "from": "human", + "value": "Suppose Cole decides to watch the action movie. Which result would be a cost?\nContext: Cole is deciding whether to watch a comedy or an action movie. He would prefer to watch a comedy. But he also wants to watch a movie with his sister. Cole's sister will only watch an action movie.\nOptions: (A) Cole will get to watch a movie with his sister. (B) Cole will give up the chance to watch the movie that he is more excited about." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Cole wants or needs:\nCole will give up the chance to watch the movie that he is more excited about. The answer is B." + } + ] + }, + { + "id": "7524", + "conversations": [ + { + "from": "human", + "value": "Which mug of cocoa has a higher temperature?\nContext: Two 200-gram mugs of cocoa are identical except for their thermal energies.\nOptions: (A) the mug of cocoa with less thermal energy (B) the mug of cocoa with more thermal energy" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two mugs of cocoa are made of the same material and have the same mass. So, the mug of cocoa with more thermal energy has a higher temperature. The answer is B." + } + ] + }, + { + "id": "7528", + "conversations": [ + { + "from": "human", + "value": "Select the temperature shown by this thermometer.\nContext: N/A\nOptions: (A) 20\u00b0C (B) 5\u00b0C (C) 35\u00b0C" + }, + { + "from": "gpt", + "value": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Celsius (\u00b0C). Celsius is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30\u00b0C. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 5. So, the temperature is 5\u00b0C. The answer is B." + } + ] + }, + { + "id": "7529", + "conversations": [ + { + "from": "human", + "value": "Would you find the word they on a dictionary page with the following guide words?\nterritory - trek\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince they is between the guide words territory - trek, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "7531", + "image": "7531\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Cuba (B) Haiti (C) Trinidad and Tobago (D) Grenada\n" + }, + { + "from": "gpt", + "value": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is B." + } + ] + }, + { + "id": "7532", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Marcy investigate with an experiment?\nContext: Marcy has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:\none type of squash seeds\nfour large clay pots\nsoil\na compost pile\nwater\nOptions: (A) If squash seeds and tomato seeds are planted with compost, which type of plant grows larger? (B) Do squash plants grow larger if the seeds are planted with compost or without compost? (C) Do squash plants grow larger if the seeds are planted in small pots or in large pots?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "7533", + "conversations": [ + { + "from": "human", + "value": "Select the mixture.\nContext: N/A\nOptions: (A) oxygen (B) blocks" + }, + { + "from": "gpt", + "value": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is B." + } + ] + }, + { + "id": "7534", + "image": "7534\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. An olive toad is an example of an amphibian.\nOptions: (A) robin (B) barking tree frog\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A barking tree frog is an amphibian. It has moist skin and begins its life in water.\nA robin is a bird. It has feathers, two wings, and a beak. The answer is B." + } + ] + }, + { + "id": "7545", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nPreston has naturally red hair.\nContext: N/A\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.\nChildren get their natural hair color from their parents. So, Preston's hair color is an inherited trait. The answer is A." + } + ] + }, + { + "id": "7546", + "image": "7546\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Pennsylvania (B) Connecticut (C) Massachusetts (D) Wisconsin\n" + }, + { + "from": "gpt", + "value": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is C." + } + ] + }, + { + "id": "7548", + "image": "7548\\image.png", + "conversations": [ + { + "from": "human", + "value": "What type of rock is sandstone?\nContext: This is a piece of sandstone. Sandstone forms below the ground in places like deserts and beaches. This piece of rock shows dark and light layers.\nSandstone forms from sand grains. Sand grains are tiny pieces of rock that are broken off by water, wind, or ice. Layers of sand can build up in some places. Over time, these layers can get compacted into sandstone.\nOptions: (A) igneous (B) metamorphic (C) sedimentary\n" + }, + { + "from": "gpt", + "value": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Sandstone is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nMaterial that is eroded in nature is called sediment. Sand is a type of sediment. Over time, layers of sand can build up in places like deserts and beaches. The top layers press down on the bottom layers, squeezing out water and air. Sandstone forms when the bottom layers of sand are pressed together to form rock. The answer is C." + } + ] + }, + { + "id": "7553", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a fish bowl?\nContext: Select the best estimate.\nOptions: (A) 1 cup (B) 1 fluid ounce (C) 1 gallon" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a fish bowl is 1 gallon.\n1 fluid ounce and 1 cup are both too little. The answer is C." + } + ] + }, + { + "id": "7560", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMichael's definitely voting for the Conservative Party in the next election because he said there was no way he was voting for the Labour Party.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) appeal to nature: the assumption that natural things are always good (C) false dichotomy: an argument that presents only two choices when more options exist" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Michael is voting either for the candidate from the Conservative Party or the Labour Party. However, Michael might be voting for a third party\u2014or he might not be voting at all. This illustrates a type of logical fallacy known as a false dichotomy. The answer is C." + } + ] + }, + { + "id": "7563", + "image": "7563\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is pyrite a mineral?\nContext: Pyrite has the following properties:\nsolid\nfound in nature\npure substance\nfixed crystal structure\nnot made by organisms\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Pyrite has all the properties of a mineral. So, pyrite is a mineral. The answer is B." + } + ] + }, + { + "id": "7578", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) ***Giants in the Land*** (B) \"Giants in the Land\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Giants in the Land**. The answer is A." + } + ] + }, + { + "id": "7582", + "conversations": [ + { + "from": "human", + "value": "Last year, there were seven men's clothing stores on Main Street in Wildgrove. This year, there are only three. What probably happened to the overall supply of men's shirts in Wildgrove?\nContext: N/A\nOptions: (A) The supply probably went up. (B) The supply probably went down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B." + } + ] + }, + { + "id": "7587", + "image": "7587\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) opaque (B) salty (C) slippery\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All four objects are opaque.\nA slippery object is hard to hold onto or stand on. The license plate is not slippery.\nPotato chips have a salty taste. The ceramic mug and the banana are not salty.\nThe property that all four objects have in common is opaque. The answer is A." + } + ] + }, + { + "id": "7597", + "image": "7597\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Cheyenne (B) Indianapolis (C) Carson City (D) Santa Fe\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is A." + } + ] + }, + { + "id": "7598", + "conversations": [ + { + "from": "human", + "value": "How long is a basketball court?\nContext: Select the best estimate.\nOptions: (A) 23 centimeters (B) 23 millimeters (C) 23 kilometers (D) 23 meters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a basketball court is 23 meters.\n23 millimeters and 23 centimeters are too short. 23 kilometers is too long. The answer is D." + } + ] + }, + { + "id": "7608", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Ariana acquired this trait?\nContext: Read the description of a trait.\nAriana knows how to fly a plane.\nOptions: (A) Ariana is in the Air Force. She flies a plane almost every day. (B) A pilot taught Ariana how to fly a plane. (C) Ariana can fly a plane on cloudy days and at night." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "7614", + "conversations": [ + { + "from": "human", + "value": "How long is an ice skate?\nContext: Select the best estimate.\nOptions: (A) 11 miles (B) 11 feet (C) 11 yards (D) 11 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of an ice skate is 11 inches.\n11 feet, 11 yards, and 11 miles are all too long. The answer is D." + } + ] + }, + { + "id": "7617", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nDespite Sally's insistence that she would raise Cain if we ever got lost, we decided to try taking a shortcut.\nContext: N/A\nOptions: (A) the Bible (B) U.S. history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion raise Cain is the Bible.\nIn the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.\nThe allusion raise Cain means to resort to violence. The answer is A." + } + ] + }, + { + "id": "7621", + "image": "7621\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of purple particles?\nContext: The diagram below is a model of two solutions. Each purple ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution B (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is C." + } + ] + }, + { + "id": "7624", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a full box of cereal?\nContext: Select the best estimate.\nOptions: (A) 16 pounds (B) 16 tons (C) 16 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a full box of cereal is 16 ounces.\n16 pounds and 16 tons are both too heavy. The answer is C." + } + ] + }, + { + "id": "7625", + "conversations": [ + { + "from": "human", + "value": "Which is stickier?\nContext: N/A\nOptions: (A) paper crane (B) glue" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Sticky is a property. A sticky material can stick to other things.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the glue is stickier. If you touch wet glue, it will stick to you. The answer is B." + } + ] + }, + { + "id": "7626", + "image": "7626\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Leo and Caden trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nLeo and Caden open their lunch boxes in the school cafeteria. Neither Leo nor Caden got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nLeo's lunch Caden's lunch\nOptions: (A) Caden can trade his broccoli for Leo's oranges. (B) Leo can trade his tomatoes for Caden's carrots. (C) Leo can trade his tomatoes for Caden's broccoli. (D) Caden can trade his almonds for Leo's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nLeo wants broccoli. Caden wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C." + } + ] + }, + { + "id": "7638", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Wishbone's genotype for the fur length gene?\nContext: In a group of dogs, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.\nWishbone, a dog from this group, has short fur. Wishbone has two alleles for short fur.\nOptions: (A) FF (B) short fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Wishbone has two alleles for short fur (F). So, Wishbone's genotype for the fur length gene is FF. The answer is A." + } + ] + }, + { + "id": "7651", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Our cabin has bunk beds for the kids. (B) Our school has rules we always follow them." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Our school has rules we always follow them is a run-on sentence. It has two sentences that are joined without end punctuation: Our school has rules and We always follow them. The answer is B." + } + ] + }, + { + "id": "7653", + "image": "7653\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the European hedgehog.\nContext: This organism is a European hedgehog. Its scientific name is Erinaceus europaeus.\nOptions: (A) Erinaceus europaeus (B) Equus zebra (C) Caprimulgus europaeus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A European hedgehog's scientific name is Erinaceus europaeus. The first word of its scientific name is Erinaceus.\nCaprimulgus europaeus and Erinaceus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Caprimulgus europaeus and Erinaceus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Caprimulgus europaeus is in the genus Caprimulgus, and Erinaceus europaeus is in the genus Erinaceus.\nEquus zebra is in the genus Equus. The first word of its scientific name is Equus. So, Equus zebra and Erinaceus europaeus are not in the same genus.\nThis organism and the European hedgehog are in the same genus and the same species! Both organisms have the same scientific name, Erinaceus europaeus. The answer is A." + } + ] + }, + { + "id": "7670", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a can of soup?\nContext: Select the best estimate.\nOptions: (A) 15 pounds (B) 15 ounces (C) 15 tons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a can of soup is 15 ounces.\n15 pounds and 15 tons are both too heavy. The answer is B." + } + ] + }, + { + "id": "7675", + "image": "7675\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Peter's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPeter put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Peter checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails take fewer days to rust in water compared to vinegar? (B) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "7679", + "conversations": [ + { + "from": "human", + "value": "Which tray of lasagna has more thermal energy?\nContext: Two trays of lasagna are identical except for their temperatures.\nOptions: (A) the colder tray of lasagna (B) the hotter tray of lasagna" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two trays of lasagna are made of the same material and have the same mass. So, the hotter tray of lasagna has more thermal energy. The answer is B." + } + ] + }, + { + "id": "7685", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Tyler worked with Dave to design the new header for Dave's website. (B) Tyler worked with Dave to design the new header for his website." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun his could refer to Tyler's or Dave's.\nThe second answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Dave's.\nTyler worked with Dave to design the new header for Dave's website. The answer is B." + } + ] + }, + { + "id": "7688", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Walker's phenotype for the coat pattern trait?\nContext: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for solid coloring (A) is dominant over the allele for white spots (a).\nWalker is a cow from this group. Walker has the homozygous genotype AA for the coat pattern gene.\nOptions: (A) white spots (B) solid coloring" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Walker's genotype for the coat pattern gene is AA. Walker's genotype of AA has only A allelles. The A allele is for solid coloring. So, Walker's phenotype for the coat pattern trait must be solid coloring.\nTo check this answer, consider whether Walker's alleles are dominant or recessive. The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.\nWalker's genotype of AA has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Walker's phenotype for the coat pattern trait must be solid coloring. The answer is B." + } + ] + }, + { + "id": "7691", + "conversations": [ + { + "from": "human", + "value": "Which press release is more formal?\nContext: N/A\nOptions: (A) On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater. (B) On November 19, the Yardley Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.). The answer is B." + } + ] + }, + { + "id": "7692", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Donald acquired this trait?\nContext: Read the description of a trait.\nDonald knows how to fly a kite.\nOptions: (A) Donald's neighbor taught him how to repair a kite. (B) Donald's friend taught him how to fly a kite. (C) Donald likes to fly a kite with his younger brother." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "7694", + "image": "7694\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is the main persuasive appeal used in this ad?\nContext: N/A\nOptions: (A) logos (reason) (B) ethos (character) (C) pathos (emotion)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to logos, or reason. It mentions the results of laboratory tests. The answer is A." + } + ] + }, + { + "id": "7707", + "image": "7707\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Dakota?\nContext: N/A\nOptions: (A) Arlington (B) Madison (C) Springfield (D) Pierre\n" + }, + { + "from": "gpt", + "value": "Pierre is the capital of South Dakota. The answer is D." + } + ] + }, + { + "id": "7709", + "image": "7709\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the Venn diagram, what do Natty Bumppo and Daniel Boone have in common?\nContext: This Venn diagram compares Natty Bumppo and Daniel Boone.\nOptions: (A) Both fought in the French and Indian War. (B) Both were created by writer James Fenimore Cooper.\n" + }, + { + "from": "gpt", + "value": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. In a Venn diagram, each circle shows things that are true for a particular topic. The middle, where the two circles overlap, shows things that are true for both topics. This Venn diagram compares Natty Bumppo and Daniel Boone.\nFought in the French and Indian War appears in both the Natty Bumppo circle and the Daniel Boone circle. This tells you that Natty Bumppo and Daniel Boone both fought in the French and Indian War. The answer is A." + } + ] + }, + { + "id": "7713", + "image": "7713\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\n50% of the planets are made mainly of gas.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that two out of the eight planets are made mainly of gas. So, one-fourth, or 25%, of the planets are made mainly of gas. The answer is B." + } + ] + }, + { + "id": "7719", + "conversations": [ + { + "from": "human", + "value": "Is there a sentence fragment?\nI enjoyed the risotto and the poached pears. Although I didn't care for the seared trout.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is a sentence fragment that does not express a complete thought.\nI enjoyed the risotto and the poached pears. Although I didn't care for the seared trout.\nHere is one way to fix the sentence fragment:\nI enjoyed the risotto and the poached pears, although I didn't care for the seared trout. The answer is A." + } + ] + }, + { + "id": "7720", + "conversations": [ + { + "from": "human", + "value": "What does this Works Cited entry indicate about the cited work?\nBrenner, Wendy. \"Strange Beads.\" The Best American Essays 2014. Ed. John Jeremiah Sullivan. Boston: Houghton Mifflin, 2014. 5\u201317. Print.\nContext: N/A\nOptions: (A) The volume number is 5. (B) John Jeremiah Sullivan is the editor. (C) \"Strange Beads\" is the book title." + }, + { + "from": "gpt", + "value": "When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n Look closely at the Works Cited entry:\nBrenner, Wendy. \"Strange Beads.\" The Best American Essays 2014. Ed. John Jeremiah Sullivan. Boston: Houghton Mifflin, 2014. 5\u201317. Print.\nYou can tell that John Jeremiah Sullivan is the editor because his name appears after the abbreviation Ed., which means edited by. The answer is B." + } + ] + }, + { + "id": "7724", + "image": "7724\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the comet moth.\nContext: This organism is a comet moth. Its scientific name is Argema mittrei.\nOptions: (A) Sphodromantis viridis (B) Argema mittrei (C) Acanthaster planci\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A comet moth's scientific name is Argema mittrei.\nArgema mittrei has the same scientific name as a comet moth. So, these organisms are in the same species.\nSphodromantis viridis does not have the same scientific name as a comet moth. So, Argema mittrei and Sphodromantis viridis are not in the same species.\nAcanthaster planci does not have the same scientific name as a comet moth. So, Argema mittrei and Acanthaster planci are not in the same species. The answer is B." + } + ] + }, + { + "id": "7726", + "image": "7726\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.\nContext: The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.\nOptions: (A) to the left than to the right (B) to the right than to the left\n" + }, + { + "from": "gpt", + "value": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 2 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is A." + } + ] + }, + { + "id": "7727", + "image": "7727\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the bubble map, which statement is true?\nContext: This bubble map shows information about different bodies of water.\nOptions: (A) The Gulf of Mexico contains salt water. (B) Lake Michigan contains salt water.\n" + }, + { + "from": "gpt", + "value": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A bubble map uses lines to connect things that are related. This bubble map shows information about different bodies of water.\nGulf of Mexico is directly connected to salt water. This tells you that the Gulf of Mexico contains salt water. The answer is A." + } + ] + }, + { + "id": "7729", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Tina investigate with an experiment?\nContext: Tina wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:\nseeds from one type of sunflower\nsoil\none wooden planter box in the sun\none wooden planter box in the shade\none plastic planter box in the sun\nwater\nOptions: (A) Which type of sunflower grows more leaves? (B) Do sunflowers grow taller if they are planted in planter boxes or in pots? (C) Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "7737", + "conversations": [ + { + "from": "human", + "value": "Answer the riddle.\nYou can hold me in your hand.\nYou can write with me.\nI may be blue or black.\nWhat am I?\nContext: N/A\nOptions: (A) a cap (B) a pen" + }, + { + "from": "gpt", + "value": "You can hold a pen in your hand.\nYou can write with a pen.\nA pen may be blue or black. The answer is B." + } + ] + }, + { + "id": "7756", + "conversations": [ + { + "from": "human", + "value": "How long is a paper clip?\nContext: Select the best estimate.\nOptions: (A) 28 meters (B) 28 centimeters (C) 28 millimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a paper clip is 28 millimeters.\n28 centimeters and 28 meters are both too long. The answer is C." + } + ] + }, + { + "id": "7758", + "image": "7758\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) California (B) Idaho (C) New Mexico (D) Nebraska\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Nebraska is farthest east. The answer is D." + } + ] + }, + { + "id": "7759", + "image": "7759\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Steigerwald Forest ecosystem?\nContext: Figure: Steigerwald Forest.\nThe Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany. This forest has many oak and beech trees.\nOptions: (A) It has soil that is poor in nutrients. (B) It has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is rich in nutrients. It has warm, wet summers and cold, wet winters. The following statement does not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients. The answer is B." + } + ] + }, + { + "id": "7762", + "conversations": [ + { + "from": "human", + "value": "Would you find the word indignant on a dictionary page with the following guide words?\nignore - ivy\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince indignant is between the guide words ignore - ivy, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "7768", + "image": "7768\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alabama?\nContext: N/A\nOptions: (A) Tallahassee (B) Frankfort (C) Montgomery (D) Birmingham\n" + }, + { + "from": "gpt", + "value": "Montgomery is the capital of Alabama. The answer is C." + } + ] + }, + { + "id": "7785", + "image": "7785\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Wisconsin (B) Pennsylvania (C) Indiana (D) Oklahoma\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Oklahoma is farthest south. The answer is D." + } + ] + }, + { + "id": "7795", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Riley acquired this trait?\nContext: Read the description of a trait.\nRiley is good at identifying birds from their calls.\nOptions: (A) Riley likes to photograph birds at the zoo. (B) Riley was not born knowing how to identify different bird calls. She had to learn this skill." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "7804", + "image": "7804\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the De Biesbosch National Park ecosystem?\nContext: Figure: De Biesbosch National Park.\nDe Biesbosch National Park is a wetland ecosystem in the Netherlands.\nOptions: (A) It has soil that is rich in nutrients. It also has other water ecosystems nearby. (B) It has soil that is poor in nutrients. It also has other water ecosystems nearby.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, De Biesbosch National Park has soil that is rich in nutrients. It also has other water ecosystems nearby. The answer is A." + } + ] + }, + { + "id": "7805", + "image": "7805\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the time line, what does Romeo do after he fights with Tybalt?\nContext: This time line shows events from Romeo and Juliet by William Shakespeare.\nOptions: (A) He makes a plan with Juliet to run away. (B) He meets Juliet at the ball.\n" + }, + { + "from": "gpt", + "value": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A time line shows the order of events by placing them along a line. This time line shows events from Romeo and Juliet by William Shakespeare.\nLook at how the events are ordered on the time line. Events that happen earlier are shown to the left. Events that happen later are shown to the right. Romeo and Juliet plan to run away is shown to the right of Tybalt fights with Romeo. So, after Romeo fights with Tybalt, Romeo and Juliet plan to run away. The answer is A." + } + ] + }, + { + "id": "7809", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMr. McCormick argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety.\nContext: N/A\nOptions: (A) ad hominem: a personal attack against one's opponent (B) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. McCormick's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem. The answer is A." + } + ] + }, + { + "id": "7822", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two buses. Which bus was moving at a higher speed?\nContext: N/A\nOptions: (A) a bus that moved 880kilometers in 10hours (B) a bus that moved 850kilometers in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each bus moved and the time it took to move that distance.\nOne bus moved 880 kilometers in 10 hours.\nThe other bus moved 850 kilometers in 10 hours.\nNotice that each bus spent the same amount of time moving. The bus that moved 880 kilometers moved a farther distance in that time. So, that bus must have moved at a higher speed. The answer is A." + } + ] + }, + { + "id": "7825", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nPorter got off the mountain by the skin of his teeth.\nContext: N/A\nOptions: (A) the Bible (B) a movie" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely. The answer is A." + } + ] + }, + { + "id": "7829", + "image": "7829\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Seattle (B) Cheyenne (C) Tucson (D) Trenton\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is B." + } + ] + }, + { + "id": "7832", + "image": "7832\\image.png", + "conversations": [ + { + "from": "human", + "value": "Earth's organisms rely on the atmosphere for which of the following?\nContext: Read the text. Then answer the question.\nEarth is surrounded by a layer of gases called the atmosphere. The gases that make up the atmosphere sustain life on Earth. Living organisms take in and release some of these gases. Gases in the atmosphere also help insulate Earth from extreme temperatures and block some harmful forms of sunlight.\nOptions: (A) stable temperatures (B) sunlight\n" + }, + { + "from": "gpt", + "value": "Read the text carefully. The underlined text below shows information about each answer choice.\nEarth is surrounded by a layer of gases called the atmosphere. The gases that make up the atmosphere sustain life on Earth. Living organisms take in and release some of these gases. Gases in the atmosphere also help insulate Earth from extreme temperatures and block some harmful forms of sunlight.\nEarth's atmosphere contains many different gases, including oxygen and carbon dioxide. These gases are both taken in and released by living organisms. Animals breathe in oxygen and breathe out carbon dioxide. Plants use carbon dioxide and release oxygen during photosynthesis.\nSome of the gases that make up the atmosphere also insulate Earth, helping to maintain its stable temperatures.\nWhile many gases interact with sunlight, Earth's atmosphere does not provide sunlight. The answer is A." + } + ] + }, + { + "id": "7833", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nmite - mud\nContext: N/A\nOptions: (A) moisture (B) market" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince moisture is between the guide words mite - mud, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "7841", + "image": "7841\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution A (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is C." + } + ] + }, + { + "id": "7842", + "conversations": [ + { + "from": "human", + "value": "What can seeds look like?\nContext: N/A\nOptions: (A) Seeds come in many colors. But all seeds are small. (B) Seeds can come in many colors and sizes. (C) Seeds come in many sizes. But all seeds are black." + }, + { + "from": "gpt", + "value": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Seeds can be big or small. This coconut seed is big.\nSeeds can be many different shapes. These maple seeds are long and flat.\nSeeds can be many different colors. These mustard seeds are yellow. The answer is B." + } + ] + }, + { + "id": "7844", + "image": "7844\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\n75% of the planets are made mainly of rock.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that four out of the eight planets are made mainly of rock. So, one-half, or 50%, of the planets are made mainly of rock. The answer is A." + } + ] + }, + { + "id": "7857", + "conversations": [ + { + "from": "human", + "value": "How long is a pen?\nContext: Select the best estimate.\nOptions: (A) 15 meters (B) 15 kilometers (C) 15 millimeters (D) 15 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a pen is 15 centimeters.\n15 millimeters is too short. 15 meters and 15 kilometers are too long. The answer is D." + } + ] + }, + { + "id": "7859", + "image": "7859\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this bucket made of?\nContext: N/A\nOptions: (A) metal (B) porcelain\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the bucket.\nThe bucket is made of two different materials. The body is made of plastic, and the handle is made of metal.\nPlastic is a great material for buckets because plastic is waterproof. The answer is A." + } + ] + }, + { + "id": "7860", + "image": "7860\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which term matches the picture?\nContext: Read the text.\nScientists divide the history of Earth into eras. Different types of animal life help distinguish these eras. We live in the Cenozoic era, which began roughly sixty-six million years ago. The Cenozoic era is known as the Age of Mammals because mammals, like humans, are the largest land animals. During the previous era, called the Mesozoic era, big reptiles, like dinosaurs, were the dominant animal species\u2014it's nicknamed the Age of Reptiles. Some scientists believe that, at the end of the Mesozoic era, a large object from space collided with Earth, helping cause the mass extinction of the dinosaurs and ushering in the Age of Mammals.\nOptions: (A) Cenozoic era (B) Mesozoic era\n" + }, + { + "from": "gpt", + "value": "The Mesozoic era is also known as the Age of Reptiles. During the Mesozoic era, reptiles like dinosaurs were the dominant animal species. The answer is B." + } + ] + }, + { + "id": "7866", + "conversations": [ + { + "from": "human", + "value": "Is there a surplus or a shortage of trumpets?\nContext: Trumpets cost $350 each. A music store has 15 trumpets for sale. At that price, 8 people want to buy one.\nOptions: (A) shortage (B) surplus" + }, + { + "from": "gpt", + "value": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are too many trumpets for sale. There are 15 trumpets, but only 8 people want to buy one.\nSo, there is a surplus of trumpets. The music store will not get any money for the leftover trumpets. The answer is B." + } + ] + }, + { + "id": "7869", + "conversations": [ + { + "from": "human", + "value": "Select the one true statement.\nContext: N/A\nOptions: (A) Plant cells can have vacuoles but do not have mitochondria. (B) Mitochondria direct cell activities by sending instructions to different parts of a plant cell. (C) Mitochondria break down sugar to release energy that an animal cell can use." + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "7873", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe salesperson tried hard to convince Duncan that the jacket was a good buy; after all, it was made of genuine imitation leather.\nContext: N/A\nOptions: (A) hyperbole (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nGenuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic. The answer is B." + } + ] + }, + { + "id": "7888", + "image": "7888\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can a fern spore grow into?\nContext: This diagram shows the life cycle of a fern.\nOptions: (A) a mature fern (B) a heart-shaped plant\n" + }, + { + "from": "gpt", + "value": "Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again. After they are released, spores can land on the ground and germinate. When a spore germinates, it grows into a heart-shaped plant.\nMature fern plants grow from fertilized eggs. The answer is B." + } + ] + }, + { + "id": "7892", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nrust forming on a metal gate\nsaliva breaking down a piece of bread\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are chemical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nRust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nSaliva breaking down a piece of bread is a chemical change. Bread is made up mostly of a chemical called starch. Saliva breaks the bonds between atoms in the starch molecules.\nThe atoms then link together to form smaller, simpler molecules of sugar. The sugar is a different type of matter than the starch.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "7893", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Sean acquired this trait?\nContext: Read the description of a trait.\nSean has a scar on his right arm.\nOptions: (A) Sean's scar was caused by an accident. He cut his arm when he fell off his bicycle. (B) Some scars fade more quickly than others." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "7895", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nMr. Wolfsheim, forgetting the more sentimental atmosphere of the old Metropole, began to eat with ferocious delicacy.\n\u2014F. Scott Fitzgerald, The Great Gatsby\nContext: N/A\nOptions: (A) oxymoron (B) anaphora" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nFerocious delicacy is a contradiction, because ferocious describes something savage or fierce, while delicacy refers to a refined or sensitive quality. The answer is A." + } + ] + }, + { + "id": "7902", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nRed velvet cupcakes were Sasha's Achilles's heel when she was trying to eat more healthily.\nContext: N/A\nOptions: (A) a movie (B) Greek mythology" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Achilles's heel is Greek mythology.\nIn Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.\nThe allusion Achilles's heel means a sole weakness. The answer is B." + } + ] + }, + { + "id": "7906", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) On the evening news, the reporters showed rare footage\u2014reportedly taken by a fisherman as he stood on the beach\u2014of sharks fighting over their prey. (B) On the evening news, they showed rare footage\u2014reportedly taken by a fisherman as he stood on the beach\u2014of sharks fighting over their prey." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the reporters.\nOn the evening news, the reporters showed rare footage\u2014reportedly taken by a fisherman as he stood on the beach\u2014of sharks fighting over their prey. The answer is B." + } + ] + }, + { + "id": "7908", + "image": "7908\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Tuvalu (B) the Marshall Islands (C) Kiribati (D) Nauru\n" + }, + { + "from": "gpt", + "value": "This country is Kiribati. The answer is C." + } + ] + }, + { + "id": "7914", + "image": "7914\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the tide pool ecosystems in Little Corona Beach?\nContext: Figure: Little Corona Beach.\nLittle Corona Beach is in southern California. It has many tide pool ecosystems.\nOptions: (A) It has daily flooding and draining of seawater. It also has water that is poor in nutrients. (B) It has daily flooding and draining of seawater. It also has water that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Little Corona Beach have daily flooding and draining of seawater. They also have water that is rich in nutrients. The answer is B." + } + ] + }, + { + "id": "7916", + "image": "7916\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "7917", + "image": "7917\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is Myrmarachne maxillosa made up of one cell?\nContext: This organism is Myrmarachne maxillosa. It is a member of the animal kingdom.\nMyrmarachne maxillosa is a spider. But its body shape mimics, or copies, the shape of an ant. Mimicking an ant helps M. maxillosa avoid predators that eat spiders. You can tell that M. maxillosa is a spider by counting its legs. Spiders have eight legs, and ants have just six.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Myrmarachne maxillosa is an animal. Animals are made up of many cells. The answer is B." + } + ] + }, + { + "id": "7918", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Gwen acquired this trait?\nContext: Read the description of a trait.\nGwen knows a lot about history.\nOptions: (A) Gwen learned history by reading. (B) Gwen is most interested in American history." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "7923", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this scarlet rosemallow plant's phenotype for the flower color trait?\nContext: In a group of scarlet rosemallow plants, some individuals have red flowers and others have white flowers. In this group, the gene for the flower color trait has two alleles. The allele F is for red flowers, and the allele f is for white flowers.\nA certain scarlet rosemallow plant from this group has white flowers. This plant has two alleles for white flowers.\nOptions: (A) white flowers (B) ff" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The scarlet rosemallow plant's observable version of the flower color trait is white flowers. So, the plant's phenotype for the flower color trait is white flowers. The answer is A." + } + ] + }, + { + "id": "7927", + "image": "7927\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which fish's mouth is also adapted for tearing through meat?\nContext: Sand tiger sharks eat turtles, dolphins, and other fish. The mouth of the tiger shark is adapted to tear through meat.\nFigure: sand tiger shark.\nOptions: (A) parrotfish (B) starry moray\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the sand tiger shark.\nThe sand tiger shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The sand tiger shark uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe parrotfish has a small mouth and small teeth. Its mouth is not adapted for tearing through meat. The parrotfish uses its mouth to eat corals. The answer is B." + } + ] + }, + { + "id": "7933", + "image": "7933\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "7936", + "image": "7936\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the arrows, which of the following living things is an omnivore?\nContext: Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.\nA food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.\nOptions: (A) kelp bass (B) zooplankton\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web. Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\nThe zooplankton has only one arrow pointing to it. This arrow starts from the phytoplankton. So, the zooplankton is a consumer but not an omnivore.\nThe kelp bass has an arrow pointing to it from the kelp, which is a producer. The kelp bass also has arrows pointing to it from the zooplankton and the plainfin midshipman, which are both consumers. The kelp bass eats a producer and consumers, so it is an omnivore. The answer is A." + } + ] + }, + { + "id": "7940", + "conversations": [ + { + "from": "human", + "value": "Suppose Destiny decides to take a trip to Virginia. Which result would be a cost?\nContext: Destiny is deciding whether to take a trip to Virginia or Connecticut. She wants to enjoy her trip. But she is also trying to save money.\nOptions: (A) Destiny will enjoy her trip to Virginia more than she would have enjoyed a trip to Connecticut. (B) Destiny will spend more money. Plane tickets for Destiny to get to Virginia are more expensive than tickets to Connecticut." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Destiny wants or needs:\nDestiny will spend more money. Plane tickets for Destiny to get to Virginia are more expensive than tickets to Connecticut. The answer is B." + } + ] + }, + { + "id": "7945", + "conversations": [ + { + "from": "human", + "value": "Which sales pitch is more formal?\nContext: N/A\nOptions: (A) Like our furniture? Make it yours with colors and fabrics that will blow you away! (B) Our furniture is highly customizable, with more than one hundred colors and fabrics to choose from." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second sales pitch is more formal. It uses more impersonal language. The other sales pitch uses idioms (blow you away!), and the direct address to the reader makes it sound more conversational. The answer is B." + } + ] + }, + { + "id": "7956", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Rosanne inherited this trait?\nContext: Read the description of a trait.\nRosanne has wavy hair.\nOptions: (A) Rosanne's parents were born with wavy hair. They passed down this trait to Rosanne. (B) Rosanne and her mother both have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "7964", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Nabi's phenotype for the agouti fur trait?\nContext: This passage describes the agouti fur trait in cats:\n\nIn a group of cats, some individuals have agouti fur and others do not. In this group, the gene for the agouti fur trait has two alleles. The allele for having agouti fur (A) is dominant over the allele for not having agouti fur (a).\nNabi is a cat from this group. Nabi has the homozygous genotype AA for the agouti fur gene.\nOptions: (A) not having agouti fur (B) having agouti fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Nabi's genotype for the agouti fur gene is AA. Nabi's genotype of AA has only A allelles. The A allele is for having agouti fur. So, Nabi's phenotype for the agouti fur trait must be having agouti fur.\nTo check this answer, consider whether Nabi's alleles are dominant or recessive. The allele for having agouti fur (A) is dominant over the allele for not having agouti fur (a). This means A is a dominant allele, and a is a recessive allele.\nNabi's genotype of AA has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Nabi's phenotype for the agouti fur trait must be having agouti fur. The answer is B." + } + ] + }, + { + "id": "7975", + "conversations": [ + { + "from": "human", + "value": "How long is the Great Wall of China?\nContext: Select the best estimate.\nOptions: (A) 21,000 meters (B) 21,000 kilometers (C) 21,000 millimeters (D) 21,000 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of the Great Wall of China is 21,000 kilometers.\n21,000 millimeters, 21,000 centimeters, and 21,000 meters are all too short. The answer is B." + } + ] + }, + { + "id": "7983", + "conversations": [ + { + "from": "human", + "value": "Is sweeping the floor a good or a service?\nContext: N/A\nOptions: (A) a good (B) a service" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether sweeping the floor is a good or a service, ask these questions:\nIs sweeping the floor something you can touch? No.\nIs sweeping the floor a job you might pay someone else to do? Yes.\nSo, sweeping the floor is a service. The answer is B." + } + ] + }, + { + "id": "7993", + "conversations": [ + { + "from": "human", + "value": "How long is a rowboat?\nContext: Select the better estimate.\nOptions: (A) 3 yards (B) 3 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. The better estimate for the length of a rowboat is 3 yards.\n3 inches is too short. The answer is A." + } + ] + }, + { + "id": "7994", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJessica can fly a helicopter.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to fly a helicopter. Instead, some people learn how to fly helicopters. So, flying a helicopter is an acquired trait. The answer is A." + } + ] + }, + { + "id": "8004", + "image": "8004\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Iowa (B) Connecticut (C) Virginia (D) Maine\n" + }, + { + "from": "gpt", + "value": "The colony is Connecticut. The answer is B." + } + ] + }, + { + "id": "8012", + "image": "8012\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement is true about seeds?\nContext: An adult orange tree can grow seeds.\nOptions: (A) A plant's flowers make seeds. (B) A plant's fruit makes seeds.\n" + }, + { + "from": "gpt", + "value": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower. The answer is A." + } + ] + }, + { + "id": "8014", + "image": "8014\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food web, which organism contains matter that eventually moves to the mushroom?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) brown lemming (B) bilberry\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the mushroom.There is one path matter can take from the bilberry to the mushroom: bilberry->grizzly bear->mushroom. There is one path matter can take from the grizzly bear to the mushroom: grizzly bear->mushroom. There are two paths matter can take from the barren-ground caribou to the mushroom: barren-ground caribou->mushroom. barren-ground caribou->grizzly bear->mushroom. There are two paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom. brown lemming. There are three arrows pointing from the brown lemming to other organisms. One arrow points to the Arctic fox. The only arrow pointing from the Arctic fox leads to the earthworm. The second arrow pointing from the brown lemming leads to the short-tailed weasel. The only arrow pointing from the short-tailed weasel leads to the snowy owl. The only arrow pointing from the snowy owl leads to the earthworm. The third arrow pointing from the brown lemming leads to the parasitic jaeger. The only arrow pointing from the parasitic jaeger leads to the rough-legged hawk. The only arrow pointing from the rough-legged hawk leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the brown lemming to the mushroom.. The answer is B." + } + ] + }, + { + "id": "8018", + "image": "8018\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the spot-billed pelican.\nContext: This organism is a spot-billed pelican. Its scientific name is Pelecanus philippensis.\nOptions: (A) Ardea herodias (B) Pelecanus philippensis (C) Bubo scandiacus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A spot-billed pelican's scientific name is Pelecanus philippensis. The first word of its scientific name is Pelecanus.\nBubo scandiacus is in the genus Bubo. The first word of its scientific name is Bubo. So, Bubo scandiacus and Pelecanus philippensis are not in the same genus.\nThis organism and the spot-billed pelican are in the same genus and the same species! Both organisms have the same scientific name, Pelecanus philippensis.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Pelecanus philippensis are not in the same genus. The answer is B." + } + ] + }, + { + "id": "8022", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nburning a candle\ndeep-frying chicken\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBurning a candle is a chemical change. Both the wick and the melted wax burn. They react with oxygen in the air and turn into soot, carbon dioxide, and water.\nDeep-frying chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "8025", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nI believe everyone has his or her own idea of what's beautiful in the world. After all, it's the individual who determines what's attractive according to his or her own opinion.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) hasty generalization: a broad claim based on too few observations (C) straw man: a misrepresentation of an opponent's position that makes it easier to argue against" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that everyone has his or her own idea of what is beautiful because the individual determines what's beautiful to him or her. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A." + } + ] + }, + { + "id": "8029", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nDespite Abigail's insistence that she would raise Cain if we ever got lost, we decided to try taking a shortcut.\nContext: N/A\nOptions: (A) Greek mythology (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion raise Cain is the Bible.\nIn the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.\nThe allusion raise Cain means to resort to violence. The answer is B." + } + ] + }, + { + "id": "8031", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air on a cold, rainy day?\nContext: Select the better estimate.\nOptions: (A) 42\u00b0C (B) 42\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, rainy day is 42\u00b0F.\n42\u00b0C is too hot. The answer is B." + } + ] + }, + { + "id": "8035", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 150-gram glass of orange juice at a temperature of 50\u00b0F (B) a 150-gram glass of orange juice at a temperature of 40\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two glasses of orange juice have the same mass but different temperatures. Since the 40\u00b0F glass of orange juice is colder than the 50\u00b0F glass of orange juice, it has less thermal energy. The answer is B." + } + ] + }, + { + "id": "8043", + "image": "8043\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Bryce and Victor trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBryce and Victor open their lunch boxes in the school cafeteria. Neither Bryce nor Victor got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nBryce's lunch Victor's lunch\nOptions: (A) Victor can trade his broccoli for Bryce's oranges. (B) Bryce can trade his tomatoes for Victor's broccoli. (C) Victor can trade his almonds for Bryce's tomatoes. (D) Bryce can trade his tomatoes for Victor's carrots.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nBryce wants broccoli. Victor wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "8049", + "image": "8049\\image.png", + "conversations": [ + { + "from": "human", + "value": "What location was involved in the triangular trade?\nContext: By the 1700s, merchants in the Thirteen Colonies traded goods across the Atlantic Ocean in a pattern called triangular trade. Look at the map showing this trade. Then answer the question below.\nOptions: (A) western Africa (B) China\n" + }, + { + "from": "gpt", + "value": "Look at the map.\nThe arrows on the map show that goods moved to and from these locations:\nChina was not involved in the triangular trade. The answer is A." + } + ] + }, + { + "id": "8053", + "image": "8053\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does Asimina triloba have cells that have a nucleus?\nContext: This organism is Asimina triloba. It is a member of the plant kingdom.\nAsimina triloba is commonly called the pawpaw. Pawpaw trees grow in the southeastern part of the United States. They have large, sweet fruit. The fruit is sometimes called a prairie banana.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Asimina triloba is a plant. Plant cells have a nucleus. The answer is A." + } + ] + }, + { + "id": "8054", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nHow many articles did Herman write before his publisher offered him a book contract?\nContext: N/A\nOptions: (A) imperative (B) interrogative (C) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B." + } + ] + }, + { + "id": "8055", + "conversations": [ + { + "from": "human", + "value": "Would you find the word dump on a dictionary page with the following guide words?\ndecay - disaster\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince dump is not between the guide words decay - disaster, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "8062", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\nWhile waiting for her search results, Beth exclaimed, \"My Internet connection is as speedy as a snail!\"\nContext: N/A\nOptions: (A) The Internet connection was very slow. (B) The Internet connection was very fast." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Beth's Internet connection. The answer is A." + } + ] + }, + { + "id": "8064", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Grayson acquired this trait?\nContext: Read the description of a trait.\nGrayson knows how to fly a kite.\nOptions: (A) Grayson's neighbor taught him how to repair a kite. (B) Grayson likes to fly a kite with his younger brother. (C) Grayson's friend taught him how to fly a kite." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "8065", + "conversations": [ + { + "from": "human", + "value": "Is there a surplus or a shortage of mangoes?\nContext: A grocery store has 200 mangoes for sale. The mangoes cost $1 each. At that price, 170 people want to buy one.\nOptions: (A) shortage (B) surplus" + }, + { + "from": "gpt", + "value": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are too many mangoes for sale. There are 200 mangoes for sale, but only 170 people want to buy one.\nSo, there is a surplus of mangoes. The grocery store will not get any money for the leftover mangoes. The answer is B." + } + ] + }, + { + "id": "8070", + "image": "8070\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Hector's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nHector was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Hector had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Hector checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.\nOptions: (A) whether the filter was clogged (B) the amount of bacteria in the water before it was filtered (C) whether an inexpensive filter would become clogged more often\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "8071", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nConnor returned to the parking lot to find his car somewhat destroyed. Apparently someone had crashed into it while he was working and had broken the entire front windshield.\nContext: N/A\nOptions: (A) hyperbole (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nSomewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked. The answer is B." + } + ] + }, + { + "id": "8080", + "image": "8080\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Pentasteria have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an ancient animal called Pentasteria.\nPentasteria lived in the ocean over 190,000,000 years ago.\nOptions: (A) red skin (B) a long tube-shaped body (C) five arms\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is C." + } + ] + }, + { + "id": "8088", + "image": "8088\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Sadie and Kira trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSadie and Kira open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sadie wanted broccoli in her lunch and Kira was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Kira can trade her almonds for Sadie's tomatoes. (B) Sadie can trade her tomatoes for Kira's broccoli. (C) Kira can trade her broccoli for Sadie's oranges. (D) Sadie can trade her tomatoes for Kira's sandwich.\n" + }, + { + "from": "gpt", + "value": "Sadie wanted broccoli in her lunch and Kira was hoping for tomatoes. Look at the labeled part of the images.\nSadie has tomatoes. Kira has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B." + } + ] + }, + { + "id": "8090", + "image": "8090\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. An African bullfrog is an example of an amphibian.\nOptions: (A) red salamander (B) koala\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A koala is a mammal. It has fur and feeds its young milk.\nA red salamander is an amphibian. It has moist skin and begins its life in water. The answer is A." + } + ] + }, + { + "id": "8093", + "conversations": [ + { + "from": "human", + "value": "Select a reason you might choose to keep your money in a bank account.\nContext: Banks offer services that have to do with money. For example, banks offer accounts that you can keep your money in. When you put money in a bank account, you trust the bank to look after the money.\nOptions: (A) You want to protect the money in a safe place. (B) You want to keep your money in a place where you can see it all the time." + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "8099", + "image": "8099\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) shiny (B) bumpy (C) bouncy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The basketball is not shiny.\nA bumpy object is covered in lumps and bumps. The rubber ball is not bumpy.\nThe property that all three objects have in common is bouncy. The answer is C." + } + ] + }, + { + "id": "8100", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbutter melting on a hot day\ncooking an egg\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are only physical changes. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nButter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter.\nCooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nButter melting on a hot day is a physical change. But cooking an egg is not.\nBoth are chemical changes.\nCooking an egg is a chemical change. But butter melting on a hot day is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "8114", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Your Nephew,\nWyatt (B) Your nephew,\nWyatt" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "8118", + "image": "8118\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Cheyenne (B) Nashville (C) Dover (D) Laramie\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is A." + } + ] + }, + { + "id": "8134", + "conversations": [ + { + "from": "human", + "value": "Select the plant.\nContext: N/A\nOptions: (A) Dandelions can grow small yellow flowers. (B) Giant pandas walk and climb." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A giant panda is an animal. It walks and climbs.\nGiant pandas eat mostly bamboo. But they can also eat other plants and small animals.\nA dandelion is a plant. It can grow small yellow flowers.\nDandelion seeds can be blown long distances by the wind. The answer is A." + } + ] + }, + { + "id": "8146", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) The average American eats three pounds of sugar each week. (B) Your hand contains twenty-seven bones, and your foot contains twenty-six." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nYour hand contains twenty-seven bones, and your foot contains twenty-six. The answer is B." + } + ] + }, + { + "id": "8150", + "image": "8150\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for walking on large, floating leaves?\nContext: s live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.\nThe feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.\nFigure: African jacana.\nOptions: (A) New Zealand falcon (B) wattled jacana\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the African jacana.\nThe African jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe wattled jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe New Zealand falcon has medium-sized toes with sharp claws. Its feet are not adapted for walking on floating leaves. The New Zealand falcon uses its feet to grab prey. The answer is B." + } + ] + }, + { + "id": "8163", + "image": "8163\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wisconsin?\nContext: N/A\nOptions: (A) Milwaukee (B) Madison (C) Cheyenne (D) Green Bay\n" + }, + { + "from": "gpt", + "value": "Madison is the capital of Wisconsin. The answer is B." + } + ] + }, + { + "id": "8167", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Pudge's genotype for the body color gene?\nContext: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a golden body.\nPudge, a guppy from this group, has a gray body. Pudge has one allele for a gray body and one allele for a golden body.\nOptions: (A) Bb (B) a gray body" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Pudge has one allele for a gray body (B) and one allele for a golden body (b). So, Pudge's genotype for the body color gene is Bb. The answer is A." + } + ] + }, + { + "id": "8168", + "image": "8168\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted for bottom feeding?\nContext: Armored catfish eat plants and small invertebrates. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.\nThe catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.\nFigure: armored catfish.\nOptions: (A) bat ray (B) clown triggerfish\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the armored catfish.\nThe armored catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The armored catfish uses its mouth to find food hidden in the sediment at the bottom of rivers and streams.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bat ray's mouth is located on the underside of its head. Its mouth points downward. Its mouth is adapted for bottom feeding.\nThe clown triggerfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding. The answer is A." + } + ] + }, + { + "id": "8174", + "image": "8174\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Edwin and Brenda trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nEdwin and Brenda open their lunch boxes in the school cafeteria. Neither Edwin nor Brenda got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nEdwin's lunch Brenda's lunch\nOptions: (A) Brenda can trade her almonds for Edwin's tomatoes. (B) Edwin can trade his tomatoes for Brenda's carrots. (C) Edwin can trade his tomatoes for Brenda's broccoli. (D) Brenda can trade her broccoli for Edwin's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nEdwin wants broccoli. Brenda wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C." + } + ] + }, + { + "id": "8176", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAt twenty-one, Aaron felt overwhelmed with adult responsibilities and wished he could fly off to Neverland.\nContext: N/A\nOptions: (A) allusion (B) onomatopoeia" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up. The answer is A." + } + ] + }, + { + "id": "8183", + "conversations": [ + { + "from": "human", + "value": "Would you find the word doze on a dictionary page with the following guide words?\ndepth - drink\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince doze is between the guide words depth - drink, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "8193", + "image": "8193\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Washington (B) Iowa (C) North Dakota (D) Nevada\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Nevada is farthest south. The answer is D." + } + ] + }, + { + "id": "8200", + "conversations": [ + { + "from": "human", + "value": "Read the following excerpt from a student essay. How can the writer best improve his or her grammar and mechanics?\nWhen my grandparents first bought a computer, they didn't know how to use the Internet, so I sit down with them and show them the ropes. We go over a few basic terms, and I introduce them to different browsers. I taught them where to find the URL for a website and how to use search boxes. We cover different ways to navigate around a website; for example, I show them how to use a mouse, how to scroll up or down a page using the scroll bar, and how to click on links. Now they are excited to be online.\nContext: N/A\nOptions: (A) by using consistent verb tenses (B) by correcting misplaced modifiers (C) by using commas correctly" + }, + { + "from": "gpt", + "value": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her grammar and mechanics by using consistent verb tenses.\nFor example, the writer could use past tense for all verbs but the last one; now indicates that the last sentence should be written in present tense.\nWhen my grandparents first bought a computer, they didn't know how to use the Internet, so I sit down with them and show them the ropes. We go over a few basic terms, and I introduce them to different browsers. I taught them where to find the URL for a website and how to use search boxes. We cover different ways to navigate around a website; for example, I show them how to use a mouse, how to scroll up or down a page using the scroll bar, and how to click on links. Now they are excited to be online. The answer is A." + } + ] + }, + { + "id": "8208", + "image": "8208\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Camille and Lucy's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCamille and Lucy were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if a new batch of concrete was firm enough to use (B) if the concrete from each batch took the same amount of time to dry\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "8211", + "image": "8211\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the European nightjar.\nContext: This organism is a European nightjar. Its scientific name is Caprimulgus europaeus.\nOptions: (A) Caprimulgus europaeus (B) Haliaeetus leucocephalus (C) Ulex europaeus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A European nightjar's scientific name is Caprimulgus europaeus. The first word of its scientific name is Caprimulgus.\nHaliaeetus leucocephalus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus leucocephalus and Caprimulgus europaeus are not in the same genus.\nUlex europaeus and Caprimulgus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ulex europaeus and Caprimulgus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Ulex europaeus is in the genus Ulex, and Caprimulgus europaeus is in the genus Caprimulgus.\nThis organism and the European nightjar are in the same genus and the same species! Both organisms have the same scientific name, Caprimulgus europaeus. The answer is A." + } + ] + }, + { + "id": "8212", + "image": "8212\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) sticky (B) blue (C) bouncy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nA sticky object can attach or stick to other things. The toothpaste is sticky, but the slippers and the track suit are not.\nBlue is a color.\nThis color is blue. All three objects are blue.\nThe property that all three objects have in common is blue. The answer is B." + } + ] + }, + { + "id": "8213", + "image": "8213\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Justine and Caleb trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJustine and Caleb open their lunch boxes in the school cafeteria. Neither Justine nor Caleb got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJustine's lunch Caleb's lunch\nOptions: (A) Caleb can trade his almonds for Justine's tomatoes. (B) Justine can trade her tomatoes for Caleb's broccoli. (C) Caleb can trade his broccoli for Justine's oranges. (D) Justine can trade her tomatoes for Caleb's carrots.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nJustine wants broccoli. Caleb wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "8221", + "image": "8221\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of West Virginia?\nContext: N/A\nOptions: (A) Huntington (B) Charleston (C) Concord (D) Memphis\n" + }, + { + "from": "gpt", + "value": "Charleston is the capital of West Virginia. The answer is B." + } + ] + }, + { + "id": "8224", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nFor many runners who prefer running barefoot but still want some support and protection, minimalist shoes are the best thing since sliced bread.\nContext: N/A\nOptions: (A) The shoes are as soft as freshly baked bread. (B) The shoes are a fabulous invention." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the best thing since sliced bread suggests that the shoes are a fabulous invention. A pre-sliced loaf of bread was once considered a wonderful innovation. The answer is B." + } + ] + }, + { + "id": "8225", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Walter inherited this trait?\nContext: Read the description of a trait.\nWalter has blond hair.\nOptions: (A) Walter's parents have blond hair. They passed down this trait to Walter. (B) Walter's mother cuts his hair every month." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "8230", + "image": "8230\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Providence (B) Baton Rouge (C) Denver (D) Colorado Springs\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is C." + } + ] + }, + { + "id": "8236", + "conversations": [ + { + "from": "human", + "value": "How long is a ladybug?\nContext: Select the best estimate.\nOptions: (A) 8 meters (B) 8 kilometers (C) 8 centimeters (D) 8 millimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a ladybug is 8 millimeters.\n8 centimeters, 8 meters, and 8 kilometers are all too long. The answer is D." + } + ] + }, + { + "id": "8243", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on Gabe are balanced. Which statement describes the forces on Gabe?\nContext: Gabe is standing on a diving board at the pool. Earth's gravity is pulling down on Gabe with a force of 400N. The diving board is pushing up on Gabe with a force of 400N.\nOptions: (A) The forces are balanced, so there is no net force on Gabe. (B) The forces are unbalanced, so there is a net force on Gabe." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Gabe, look at the forces:\nEarth's gravity is pulling Gabe down with a force of 400 N.\nThe diving board is pushing Gabe up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Gabe. The answer is A." + } + ] + }, + { + "id": "8248", + "image": "8248\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Frankfort (B) Juneau (C) Carson City (D) Huntington\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is C." + } + ] + }, + { + "id": "8252", + "image": "8252\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the snowy owl.\nContext: This organism is a snowy owl. Its scientific name is Bubo scandiacus.\nOptions: (A) Bubo scandiacus (B) Falco tinnunculus (C) Ardea alba\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A snowy owl's scientific name is Bubo scandiacus.\nFalco tinnunculus does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Falco tinnunculus are not in the same species.\nBubo scandiacus has the same scientific name as a snowy owl. So, these organisms are in the same species.\nArdea alba does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Ardea alba are not in the same species. The answer is A." + } + ] + }, + { + "id": "8259", + "image": "8259\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Atlantic Ocean (B) the Indian Ocean (C) the Arctic Ocean (D) the Pacific Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is A." + } + ] + }, + { + "id": "8264", + "conversations": [ + { + "from": "human", + "value": "Which soap bubble has a lower temperature?\nContext: Two soap bubbles are identical except for their thermal energies.\nOptions: (A) the soap bubble with more thermal energy (B) the soap bubble with less thermal energy" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two soap bubbles are made of the same material and have the same mass. So, the soap bubble with less thermal energy has a lower temperature. The answer is B." + } + ] + }, + { + "id": "8267", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nTim has five toes on each foot.\nContext: N/A\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five toes on each foot. So, having five toes is an inherited trait. The answer is A." + } + ] + }, + { + "id": "8269", + "image": "8269\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Joe's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJoe mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37\u00b0C room. Then, Joe used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nOptions: (A) Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon? (B) Does temperature affect how much bacteria can grow in liquid?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "8276", + "conversations": [ + { + "from": "human", + "value": "How long is a grain of rice?\nContext: Select the best estimate.\nOptions: (A) 3 millimeters (B) 3 meters (C) 3 centimeters (D) 3 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a grain of rice is 3 millimeters.\n3 centimeters, 3 meters, and 3 kilometers are all too long. The answer is A." + } + ] + }, + { + "id": "8285", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this plant's phenotype for the leaf texture trait?\nContext: In a group of summer squash plants, some individuals have fuzzy leaves and others have smooth leaves. In this group, the gene for the leaf texture trait has two alleles. The allele for smooth leaves (l) is recessive to the allele for fuzzy leaves (L).\nA certain summer squash plant from this group has the homozygous genotype ll for the leaf texture gene.\nOptions: (A) fuzzy leaves (B) smooth leaves" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The summer squash plant's genotype for the leaf texture gene is ll. The summer squash plant's genotype of ll has only l alleles. The l allele is for smooth leaves. So, the summer squash plant's phenotype for the leaf texture trait must be smooth leaves.\nTo check this answer, consider whether the summer squash plant's alleles are dominant or recessive. The allele for smooth leaves (l) is recessive to the allele for fuzzy leaves (L). This means L is a dominant allele, and l is a recessive allele.\nThe summer squash plant's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the summer squash plant's phenotype for the leaf texture trait must be smooth leaves. The answer is B." + } + ] + }, + { + "id": "8294", + "image": "8294\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Atlantic Ocean (B) the Indian Ocean (C) the Southern Ocean (D) the Pacific Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is D." + } + ] + }, + { + "id": "8296", + "image": "8296\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which term matches the picture?\nContext: Read the text.\nA conditioned response occurs when an animal learns to associate two events that were not originally related. For example, a dog will naturally salivate at the smell of food (an unconditioned response). However, if a dog learns that the sound of a ringing bell is a sure sign that dinner is coming, it will begin to react to the sound of that bell the same way it reacts to the smell of food (a conditioned response). This is called classical conditioning.\nOperant conditioning is a process like classical conditioning. However, in classical conditioning, the events that an animal learns to associate are not under the animal's voluntary control. In operant conditioning, an external event that is either a reward or punishment becomes linked with a voluntary behavior. For example, a student who receives a gold star for sitting quietly is more likely to choose to sit quietly in the future. The behavior (sitting quietly) has become linked in the student's mind with the reward that it produced in the past. Animal trainers rely on operant conditioning to encourage desired behaviors and discourage unwanted ones.\nOptions: (A) operant conditioning (B) classical conditioning\n" + }, + { + "from": "gpt", + "value": "A dog receiving a treat for sitting and staying is an example of operant conditioning. The treat is a reward that encourages wanted behavior, like sitting, in the future. The answer is A." + } + ] + }, + { + "id": "8300", + "image": "8300\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) neither; the samples have the same temperature (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.\nBecause the particles in both samples have the same average kinetic energy, the samples must have the same temperature. The answer is B." + } + ] + }, + { + "id": "8308", + "conversations": [ + { + "from": "human", + "value": "Suppose Jason decides to go as a superhero. Which result would be a cost?\nContext: Jason is deciding whether to go as a vampire or a superhero to a costume party. He would rather go as a vampire. But he already has a superhero costume.\nOptions: (A) Jason will give up the chance to wear the costume he is more excited about. (B) Jason will save some time and money. He won't have to go out and get a new costume." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Jason wants or needs:\nJason will give up the chance to wear the costume he is more excited about. The answer is A." + } + ] + }, + { + "id": "8321", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbeating an egg\nmixing lettuce and salad dressing\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by heating. (C) Both are caused by cooling. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBeating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.\nMixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "8332", + "image": "8332\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is the main persuasive appeal used in this ad?\nContext: N/A\nOptions: (A) logos (reason) (B) ethos (character) (C) pathos (emotion)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion. It triggers feelings of pity for shelter animals. The answer is C." + } + ] + }, + { + "id": "8335", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe First Amendment says that the government cannot take away a person's () or ().\nContext: N/A\nOptions: (A) freedom of speech . . . freedom of religion (B) voting rights . . . right to own weapons (C) home . . . private property" + }, + { + "from": "gpt", + "value": "The First Amendment says that the government cannot take away a person's freedom of speech or freedom of religion. Freedom of speech means that Americans can say and write what they want. But there are some limits on freedom of speech. For example, a person cannot write lies about someone in a newspaper. But the government cannot stop speech just because someone disagrees with it. Freedom of religion means a person can choose his or her own religion. In the United States, the government cannot tell a person what to believe. The complete text of the First Amendment is below. Does it mention any other rights? Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. The answer is A." + } + ] + }, + { + "id": "8338", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nChloe's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded.\nContext: N/A\nOptions: (A) paradox (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nNobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there. The answer is A." + } + ] + }, + { + "id": "8346", + "image": "8346\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Asia (B) South America (C) North America (D) Australia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is A." + } + ] + }, + { + "id": "8357", + "image": "8357\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "8358", + "image": "8358\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: Opalescent nudibranchs have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.\nFigure: opalescent nudibranch.\nOptions: (A) lechwe (B) blue poison dart frog\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the opalescent nudibranch.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the opalescent nudibranch is toxic and dangerous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators. The answer is B." + } + ] + }, + { + "id": "8362", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) They are researching a hybrid South African tobacco plant that may decrease reliance on fossil fuels. It contains oily seeds that can be transformed into sustainable biofuel. (B) Scientists are researching a hybrid South African tobacco plant that may decrease reliance on fossil fuels. It contains oily seeds that can be transformed into sustainable biofuel." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with scientists.\nScientists are researching a hybrid South African tobacco plant that may decrease reliance on fossil fuels. It contains oily seeds that can be transformed into sustainable biofuel. The answer is A." + } + ] + }, + { + "id": "8363", + "conversations": [ + { + "from": "human", + "value": "Would you find the word side on a dictionary page with the following guide words?\nskirt - stories\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince side is not between the guide words skirt - stories, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "8368", + "conversations": [ + { + "from": "human", + "value": "Select the phase of the Moon shown in the model.\nContext: The model below shows the Moon at one position in its orbit around Earth. The white half of the Moon shows the part that is lit up by the Sun.\nOptions: (A) first quarter (B) new" + }, + { + "from": "gpt", + "value": "Although the Moon appears to shine, it does not give off light. Instead, we can see the Moon because it is lit up by the Sun. The part of the Moon that is both lit up by the Sun and facing Earth is called the Moon's phase.\nThe Moon orbits, or goes around, Earth. As it does, the Moon's phase changes. The model below shows the Moon's phase at eight positions in its orbit. The smaller moons closer to Earth show where sunlight hits the Moon. The larger moons farther from Earth show how the Moon will look during that phase.\nTo use the model, first pick one of the eight positions. Then, imagine standing on Earth and looking up at the Moon. Use the dotted white lines in the model to guide you. The picture of the Moon shows its phase for that position. If you are in the Southern Hemisphere, the Moon will appear flipped, left to right. The answer is B." + } + ] + }, + { + "id": "8371", + "image": "8371\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.\nOptions: (A) the surroundings . . . each battery (B) each battery . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. The answer is B." + } + ] + }, + { + "id": "8374", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJuan plays soccer.\nContext: N/A\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play soccer. Instead, some people learn how to play soccer. Playing the sport takes practice. So, playing soccer is an acquired trait. The answer is B." + } + ] + }, + { + "id": "8386", + "conversations": [ + { + "from": "human", + "value": "How long is a car key?\nContext: Select the better estimate.\nOptions: (A) 7 kilometers (B) 7 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a car key is 7 centimeters.\n7 kilometers is too long. The answer is B." + } + ] + }, + { + "id": "8394", + "image": "8394\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which rhetorical appeal is primarily used in this ad?\nContext: N/A\nOptions: (A) pathos (emotion) (B) logos (reason) (C) ethos (character)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion, by associating the advertised product with feelings of belonging and familial love. The answer is A." + } + ] + }, + { + "id": "8397", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nA rock from outer space crashes into Earth's surface.\nContext: N/A\nOptions: (A) meteorite crash (B) deposition (C) drought" + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "8398", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Albert acquired this trait?\nContext: Read the description of a trait.\nAlbert speaks two languages.\nOptions: (A) Albert's mother speaks one language. (B) Albert learned to speak two languages in school." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "8403", + "image": "8403\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) scratchy (B) breakable\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA breakable object will break into pieces if you drop it. The sandpaper is not breakable.\nA scratchy object is rough and itchy against your skin. The sandpaper is scratchy. The answer is A." + } + ] + }, + { + "id": "8406", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nWhich do you think is the most important environmental issue of our time-water conservation or the protection of natural habitats?\nContext: N/A\nOptions: (A) imperative (B) exclamatory (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is C." + } + ] + }, + { + "id": "8408", + "image": "8408\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Vanuatu (B) the Marshall Islands (C) Tuvalu (D) Solomon Islands\n" + }, + { + "from": "gpt", + "value": "This country is Solomon Islands. The answer is D." + } + ] + }, + { + "id": "8422", + "conversations": [ + { + "from": "human", + "value": "Which body part takes air into the body?\nContext: N/A\nOptions: (A) lungs (B) stomach (C) muscles" + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "8447", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three bicycles. Which bicycle was moving at the highest speed?\nContext: N/A\nOptions: (A) a bicycle that moved 30miles east in 5hours (B) a bicycle that moved 70miles west in 5hours (C) a bicycle that moved 35miles east in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 5 hours. The bicycle that moved 70 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed. The answer is B." + } + ] + }, + { + "id": "8449", + "image": "8449\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Dominica (B) Saint Vincent and the Grenadines (C) Jamaica (D) Barbados\n" + }, + { + "from": "gpt", + "value": "This country is Jamaica. The answer is C." + } + ] + }, + { + "id": "8451", + "conversations": [ + { + "from": "human", + "value": "How long is a bus route across a small town?\nContext: Select the better estimate.\nOptions: (A) 5 centimeters (B) 5 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a bus route across a small town is 5 kilometers.\n5 centimeters is too short. The answer is B." + } + ] + }, + { + "id": "8453", + "conversations": [ + { + "from": "human", + "value": "Would you find the word fare on a dictionary page with the following guide words?\nflow - four\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince fare is not between the guide words flow - four, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "8454", + "image": "8454\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a crown a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a solid (B) a gas (C) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A crown is a solid. A solid has a size and shape of its own.\nIf you put a crown on your head, the crown will keep its shape. The answer is A." + } + ] + }, + { + "id": "8456", + "image": "8456\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Papua New Guinea (B) Australia (C) the Federated States of Micronesia (D) Palau\n" + }, + { + "from": "gpt", + "value": "This country is the Federated States of Micronesia. The answer is C." + } + ] + }, + { + "id": "8460", + "image": "8460\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a turtle shell a mineral?\nContext: A turtle shell has the following properties:\nbody part of a turtle\nfound in nature\nno fixed crystal structure\nnot a pure substance\nsolid\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n A turtle shell does not have all the properties of a mineral. So, a turtle shell is not a mineral. The answer is A." + } + ] + }, + { + "id": "8478", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Uncle Dave, (B) Dear Uncle dave," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Uncle Dave is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "8487", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three ships. Which ship was moving at the highest speed?\nContext: N/A\nOptions: (A) a ship that moved 100miles south in 10hours (B) a ship that moved 385miles south in 10hours (C) a ship that moved 160miles west in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.\nNotice that each ship moved for 10 hours. The ship that moved 385 miles moved the farthest distance in that time. So, that ship must have moved at the highest speed. The answer is B." + } + ] + }, + { + "id": "8490", + "image": "8490\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New York (B) Pennsylvania (C) Delaware (D) New Jersey\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is B." + } + ] + }, + { + "id": "8492", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJoseph has a scar on his left leg.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "8496", + "image": "8496\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the water in a fishbowl a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a liquid (B) a gas (C) a solid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The water in a fishbowl is a liquid. A liquid takes the shape of any container it is in.\nIf you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space. The answer is A." + } + ] + }, + { + "id": "8497", + "image": "8497\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alabama?\nContext: N/A\nOptions: (A) Bismarck (B) Tallahassee (C) Montgomery (D) Birmingham\n" + }, + { + "from": "gpt", + "value": "Montgomery is the capital of Alabama. The answer is C." + } + ] + }, + { + "id": "8498", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nAre you yawning because you're tired or because you're bored?\nContext: N/A\nOptions: (A) imperative (B) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B." + } + ] + }, + { + "id": "8500", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two mountain bikers. Which mountain biker was moving at a lower speed?\nContext: N/A\nOptions: (A) a mountain biker who moved 190miles in 10hours (B) a mountain biker who moved 100miles in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each mountain biker moved and the time it took to move that distance.\nOne mountain biker moved 100 miles in 10 hours.\nThe other mountain biker moved 190 miles in 10 hours.\nNotice that each mountain biker spent the same amount of time moving. The mountain biker who moved 100 miles moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed. The answer is B." + } + ] + }, + { + "id": "8502", + "image": "8502\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) Cheyenne (B) Sacramento (C) Honolulu (D) Birmingham\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is B." + } + ] + }, + { + "id": "8505", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a bottle of hot sauce?\nContext: Select the best estimate.\nOptions: (A) 4 gallons (B) 4 fluid ounces (C) 4 cups" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a bottle of hot sauce is 4 fluid ounces.\n4 cups and 4 gallons are both too much. The answer is B." + } + ] + }, + { + "id": "8509", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) The lecturer became flustered when a factoid that she had presented was promptly refuted by an expert in the field. (B) The lecturer's presentation on economics included some interesting factoids from recent research studies in the field." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses factoid in its traditional sense: something made up presented as a true fact.\nThe lecturer became flustered when a factoid that she had presented was promptly refuted by an expert in the field.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nThe lecturer's presentation on economics included some interesting factoids from recent research studies in the field.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "8510", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the fish traits listed above.\nContext: Fish are a group of animals with similar traits. The following traits can be used to identify fish:\nThey have fins, not limbs.\nThey make eggs with no shells. Observe the animals and read the descriptions.\nOptions: (A) Green frogs have moist skin. Green frog tadpoles hatch from eggs without shells and live underwater. The adult frogs live on land near ponds and rivers. They may jump into the water to hide from predators. (B) Minnows live underwater and have fins to help them swim. They have scaly skin and lay eggs with no shells. Many fishermen use minnows as bait to catch other fish." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nFish have the following traits:\nThey have fins, not limbs.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA green frog has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA green frog does not have all of the traits of a fish. A green frog is an amphibian.\nA minnow has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA minnow has the traits of a fish. A minnow is a fish. The answer is B." + } + ] + }, + { + "id": "8515", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na copper statue turning green\nfiring a clay pot in a hot kiln\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are only physical changes. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.\nFiring a clay pot in a hot kiln is a chemical change. High temperatures cause the clay to slowly harden. After several hours in the kiln, the clay will have changed into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nFiring clay is caused by heating. But a copper statue turning green is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "8516", + "image": "8516\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Mark and Valeria trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMark and Valeria open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Mark wanted broccoli in his lunch and Valeria was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Mark can trade his tomatoes for Valeria's broccoli. (B) Valeria can trade her broccoli for Mark's oranges. (C) Mark can trade his tomatoes for Valeria's sandwich. (D) Valeria can trade her almonds for Mark's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Mark wanted broccoli in his lunch and Valeria was hoping for tomatoes. Look at the labeled part of the images.\nMark has tomatoes. Valeria has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A." + } + ] + }, + { + "id": "8518", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Mitchell investigate with an experiment?\nContext: Mitchell starts to make a sandwich, but he sees mold on the bread! He wonders what factors affect how mold grows on bread. So, he decides to design an experiment. He has the following supplies available:\ntwo loaves of white sandwich bread\na small plastic bag\na large plastic bag\na refrigerator\nOptions: (A) Does white sandwich bread grow visible mold in fewer days if the bread is stored inside or outside the refrigerator? (B) Does white sandwich bread grow visible mold in fewer days if the bread is stored in a paper bag or in a plastic bag? (C) Does white or whole wheat sandwich bread grow visible mold in fewer days?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "8520", + "image": "8520\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Pennsylvania?\nContext: N/A\nOptions: (A) Harrisburg (B) Pittsburgh (C) Frankfort (D) Providence\n" + }, + { + "from": "gpt", + "value": "Harrisburg is the capital of Pennsylvania. The answer is A." + } + ] + }, + { + "id": "8533", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nGreta entered the bustling, aromatic spice market in Istanbul and said to her travel companion, \"We're not in Kansas anymore.\"\nContext: N/A\nOptions: (A) a poem (B) a movie" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion We're not in Kansas anymore is a movie.\nIn the 1939 film The Wizard of Oz, Dorothy, a young farm girl from Kansas, finds herself in Oz, an unusual place that looks nothing like her home. She says to her dog, \"Toto, I've a feeling we're not in Kansas anymore.\"\nThe allusion We're not in Kansas anymore means we're in an unfamiliar place. The answer is B." + } + ] + }, + { + "id": "8536", + "conversations": [ + { + "from": "human", + "value": "Would you find the word mar on a dictionary page with the following guide words?\nmodest - musician\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince mar is not between the guide words modest - musician, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "8541", + "conversations": [ + { + "from": "human", + "value": "Last year, there were seven men's clothing stores on Main Street in Arlington. This year, there are only three. What probably happened to the overall supply of men's shirts in Arlington?\nContext: N/A\nOptions: (A) The supply probably went up. (B) The supply probably went down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B." + } + ] + }, + { + "id": "8542", + "image": "8542\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Vermont?\nContext: N/A\nOptions: (A) Bridgeport (B) New Orleans (C) Providence (D) Montpelier\n" + }, + { + "from": "gpt", + "value": "Montpelier is the capital of Vermont. The answer is D." + } + ] + }, + { + "id": "8543", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Destiny acquired this trait?\nContext: Read the description of a trait.\nDestiny is good at identifying insects.\nOptions: (A) Destiny likes to look at butterflies and beetles. (B) Destiny learned to identify insects by reading many books about insects." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "8551", + "image": "8551\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's scientific name?\nContext: This organism is a brown-throated sloth. It is also called Bradypus variegatus.\nOptions: (A) brown-throated sloth (B) Bradypus variegatus\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Bradypus variegatus is written in italics. The first word is capitalized, and the second word is not.\nSo, Bradypus variegatus is the scientific name. The answer is B." + } + ] + }, + { + "id": "8553", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nMaddie is good at cooking.\nContext: Hint: Cooking well takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait. The answer is B." + } + ] + }, + { + "id": "8554", + "image": "8554\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Honolulu (B) Carson City (C) Hilo (D) Denver\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is A." + } + ] + }, + { + "id": "8557", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nThe shower is broken for the second time this week!\nContext: N/A\nOptions: (A) exclamatory (B) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is A." + } + ] + }, + { + "id": "8571", + "image": "8571\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of force from the woman's finger will knock over the domino?\nContext: A woman is going to topple a line of dominoes. Her finger applies a force to the first domino to knock it over.\nOptions: (A) pull (B) push\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The woman's finger applies a force to the domino. This force will knock over the domino. The direction of this force is away from the woman's finger. This force is a push. The answer is B." + } + ] + }, + { + "id": "8572", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Simon inherited this trait?\nContext: Read the description of a trait.\nSimon has blue eyes.\nOptions: (A) Simon likes to wear a blue sweater to match his blue eyes. (B) Simon's mother has blue eyes. She passed this trait down to Simon." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "8573", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nWhat type of training and experience do you need to become a referee?\nContext: N/A\nOptions: (A) declarative (B) exclamatory (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is C." + } + ] + }, + { + "id": "8580", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Kate asked Katie to make a flourless chocolate cake for their book club meeting because she has a gluten allergy. (B) Because Katie has a gluten allergy, Kate asked her to make a flourless chocolate cake for their book club meeting." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Kate or Katie.\nKate asked Katie to make a flourless chocolate cake for their book club meeting because she has a gluten allergy.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nBecause Katie has a gluten allergy, Kate asked her to make a flourless chocolate cake for their book club meeting. The answer is A." + } + ] + }, + { + "id": "8581", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) The class chuckles at Ms. McKee's joke. (B) Sharon fell asleep Mom put a blanket on her." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Sharon fell asleep Mom put a blanket on her is a run-on sentence. It has two sentences that are joined without end punctuation: Sharon fell asleep and Mom put a blanket on her. The answer is B." + } + ] + }, + { + "id": "8583", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nThe bus will go through the tunnel.\nContext: N/A\nOptions: (A) past tense (B) present tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, go. The verb tells you about something that is going to happen. The answer is C." + } + ] + }, + { + "id": "8584", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAlthough Jacob hasn't worked in years, his mother prefers to say that he's between jobs right now.\nContext: N/A\nOptions: (A) oxymoron (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nBetween jobs is an indirect way of saying unemployed. The answer is B." + } + ] + }, + { + "id": "8587", + "image": "8587\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) bouncy (B) hard (C) stretchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA stretchy object gets longer when you pull on it. None of the objects are stretchy.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is hard. The answer is B." + } + ] + }, + { + "id": "8595", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nThe honey mushroom, a fungus spreading over more than two thousand acres across eastern Oregon's Malheur National Forest, is thought to be the largest living organism on Earth.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nThe honey mushroom, a fungus spreading over more than two thousand acres across eastern Oregon's Malheur National Forest, is thought to be the largest living organism on Earth. The answer is B." + } + ] + }, + { + "id": "8599", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Your friend,\nJada (B) your friend,\nJada" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "8606", + "image": "8606\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample A (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "8609", + "image": "8609\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is quartzite a mineral?\nContext: Quartzite has the following properties:\nnot made by organisms\nmade mostly of quartz\nno fixed crystal structure\nfound in nature\nsolid\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Quartzite does not have all the properties of a mineral. So, quartzite is not a mineral. The answer is A." + } + ] + }, + { + "id": "8614", + "image": "8614\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution B (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is B." + } + ] + }, + { + "id": "8618", + "conversations": [ + { + "from": "human", + "value": "According to Newton's third law, what other force must be happening?\nContext: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.\nConsider the following force:\nSamantha's foot is pushing on her car's gas pedal.\nOptions: (A) The gas pedal is pushing on Samantha's foot. (B) The gas pedal is pulling on Samantha's foot." + }, + { + "from": "gpt", + "value": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Samantha's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Samantha's foot. The answer is A." + } + ] + }, + { + "id": "8625", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Abby inherited this trait?\nContext: Read the description of a trait.\nAbby has wavy hair.\nOptions: (A) Abby's parents were born with wavy hair. They passed down this trait to Abby. (B) Abby and her mother both have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "8640", + "image": "8640\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) Oklahoma City (B) Nashville (C) New Orleans (D) Miami\n" + }, + { + "from": "gpt", + "value": "The city is Miami, Florida. Oklahoma City, New Orleans, and Nashville are marked with gray circles on the map below. The answer is D." + } + ] + }, + { + "id": "8648", + "image": "8648\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Tennessee (B) Virginia (C) Maryland (D) West Virginia\n" + }, + { + "from": "gpt", + "value": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is B." + } + ] + }, + { + "id": "8666", + "conversations": [ + { + "from": "human", + "value": "What is the volume of armos?\nContext: Select the best estimate.\nOptions: (A) 6 gallons (B) 6 cups (C) 6 fluid ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a thermos is 6 cups.\n6 fluid ounces is too little and 6 gallons is too much. The answer is B." + } + ] + }, + { + "id": "8671", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three geese. Which goose was moving at the lowest speed?\nContext: N/A\nOptions: (A) a goose that moved 275miles south in 5hours (B) a goose that moved 155miles west in 5hours (C) a goose that moved 120miles north in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.\nNotice that each goose moved for 5 hours. The goose that moved 120 miles moved the shortest distance in that time. So, that goose must have moved at the lowest speed. The answer is C." + } + ] + }, + { + "id": "8672", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) three (B) bee (C) green" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words three and bee rhyme. They both end with the ee sound.\nThe word green does not rhyme. It ends with a different sound. The answer is C." + } + ] + }, + { + "id": "8676", + "image": "8676\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Gordon and Ariel trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nGordon and Ariel open their lunch boxes in the school cafeteria. Neither Gordon nor Ariel got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nGordon's lunch Ariel's lunch\nOptions: (A) Ariel can trade her broccoli for Gordon's oranges. (B) Gordon can trade his tomatoes for Ariel's carrots. (C) Ariel can trade her almonds for Gordon's tomatoes. (D) Gordon can trade his tomatoes for Ariel's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nGordon wants broccoli. Ariel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "8681", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nbare - bite\nContext: N/A\nOptions: (A) because (B) booth" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince because is between the guide words bare - bite, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "8686", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Mrs. Herman told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day. (B) Mrs. Herman told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Herman or her friend.\nMrs. Herman told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nMrs. Herman told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day. The answer is A." + } + ] + }, + { + "id": "8689", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nErnesto got off the mountain by the skin of his teeth.\nContext: N/A\nOptions: (A) U.S. history (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely. The answer is B." + } + ] + }, + { + "id": "8692", + "image": "8692\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is Polytrichum commune made up of one cell?\nContext: This organism is Polytrichum commune. It is a member of the plant kingdom.\nPolytrichum commune is also called the common haircap moss. This plant gets its common name from its brown, cap-like structures. Those structures contain spores. After the spores are released, they can settle on the ground and grow into new mosses.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Polytrichum commune is a plant. Plants are made up of many cells. The answer is B." + } + ] + }, + { + "id": "8703", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Katie looks almost identical to her twin sister Abby, but she has pierced ears. (B) Katie has pierced ears, but otherwise she looks almost identical to her twin sister Abby." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Katie or Abby.\nKatie looks almost identical to her twin sister Abby, but she has pierced ears.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nKatie has pierced ears, but otherwise she looks almost identical to her twin sister Abby. The answer is A." + } + ] + }, + { + "id": "8709", + "image": "8709\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "8715", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) yak (B) bracelet (C) ferris wheel (D) rain" + }, + { + "from": "gpt", + "value": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A ferris wheel is not a living thing.\nA ferris wheel does not have all the traits of a living thing. It moves in a circle, but it does not grow. It does not need food or water.\nA yak is a living thing.\nYaks grow and respond to their environment. They need food and water. Yaks are made up of many cells.\nA bracelet is not a living thing.\nBracelets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nRain is not a living thing.\nRain is made of water. It helps living things survive. But it does not have all the traits of a living thing. Rain does not grow or need food. The answer is A." + } + ] + }, + { + "id": "8720", + "image": "8720\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 1. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B." + } + ] + }, + { + "id": "8721", + "image": "8721\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Shelley's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nShelley was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Shelley wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Shelley put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.\nOptions: (A) how much the drone weighed with the blade guards (B) if adding the blade guards made the drone fly poorly (C) if the blade guards would break in a crash\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "8722", + "image": "8722\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) Asia (C) South America (D) Antarctica\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is A." + } + ] + }, + { + "id": "8727", + "image": "8727\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Connecticut?\nContext: N/A\nOptions: (A) Bridgeport (B) Albany (C) Hartford (D) New Haven\n" + }, + { + "from": "gpt", + "value": "Hartford is the capital of Connecticut. The answer is C." + } + ] + }, + { + "id": "8729", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word nauseous in its traditional sense?\nContext: N/A\nOptions: (A) Danielle couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past. (B) The odor emanating from the landfill made Danielle so nauseous that she had to roll up the car windows as she drove past." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses nauseous in its traditional sense: causing disgust or nausea.\nDanielle couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Danielle so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "8732", + "image": "8732\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on clues in the text, why would farmers have appreciated cats eight thousand years ago?\nContext: Read the text about cats.\nCats are among the most popular pets in the world. Millions of people have welcomed cats into their homes. Indeed, researchers believe that the relationship between cats and humans goes back to prehistoric times. But throughout history, different cultures and people around the world have had different sentiments about cats. Such feelings have ranged from fear to worship.\nPeople probably first developed friendly relationships with cats around eight thousand years ago, when farming and agriculture had just started to develop in the Middle East. Farmers were growing and storing grain, which in turn attracted mice and other pests. Cats were wild then. However, they were likely drawn to farming communities because there were mice to hunt. The farmers would have noticed and appreciated these visitors. To keep the cats around, these early farmers may have given food and even shelter to the wild cats. The farmers and cats probably helped one another.\nIt wasn't until five thousand years later that the Egyptians started to treat cats as pets. Cats in ancient Egypt were not simply valued, but considered sacred. In paintings, many Egyptian goddesses took the form of cats. People who were caught harming cats were punished severely. Some cats were even made into mummies when they died. Normally, only the richest and most powerful people were buried this way.\nLater in history, some societies thought of the cat as evil. In Europe during the Middle Ages, black cats were especially feared. Some believed that witches turned themselves into black cats at night. The connection between witches and black cats lasted for many years. The idea traveled from Europe to North America as Europeans settled there. However, today cats of all colors are beloved by millions of people worldwide. In fact, the way some house cats are treated now might make their Egyptian ancestors jealous!\nOptions: (A) The cats were thought to be visiting goddesses. (B) The cats hunted and brought food to the farmers. (C) The cats helped keep the farmers' grain free of mice. (D) The cats helped farmers find better places to store grain.\n" + }, + { + "from": "gpt", + "value": "Informational texts include many facts, examples, and details. Authors don't always directly state how these things connect to each other. So, you may need to make guesses, or inferences, to understand how the ideas from the text fit together. Inferences can help you understand the whole text and draw conclusions about the information. Be sure to base your inferences on details found in the text as well as things you already know. Think about these details from the text:\nGrain attracted mice and other pests.\nCats were drawn to farms to hunt mice.\nYou may know that mice like to eat grain, and that this is a problem for farmers. If cats hunted the mice, that would help stop the mice from eating the grain.\nBased on these clues, you can guess that farmers appreciated cats eight thousand years ago because the cats helped keep their grain free of mice. The answer is C." + } + ] + }, + { + "id": "8743", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nThat was the longest yawn I've ever seen!\nContext: N/A\nOptions: (A) declarative (B) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is B." + } + ] + }, + { + "id": "8749", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nsediment settling to the bottom of a muddy puddle\ndry ice sublimating and becoming a gas\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by heating. (C) Both are caused by cooling. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nLoose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nDry ice sublimating is caused by heating. But sediment settling to the bottom of a muddy puddle is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "8752", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ndesk - drop\nContext: N/A\nOptions: (A) dazzle (B) distribute" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince distribute is between the guide words desk - drop, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "8763", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nIn this election, we've seen the highest voter turnout ever recorded. If you have any doubts about Jacob Trevino's qualifications, just look at how many people have come out to vote for him.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) false dichotomy: an argument that presents only two choices when more options exist" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Jacob Trevino is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Jacob Trevino is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is A." + } + ] + }, + { + "id": "8769", + "image": "8769\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Missouri?\nContext: N/A\nOptions: (A) Pierre (B) Kansas City (C) Jefferson City (D) Wichita\n" + }, + { + "from": "gpt", + "value": "Jefferson City is the capital of Missouri. The answer is C." + } + ] + }, + { + "id": "8779", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on the ice cube are balanced. Which statement describes the forces on the ice cube?\nContext: An ice cube is floating in a glass of water. Earth's gravity is pulling down on the ice cube with a force of 0.1N. The water is pushing up on the ice cube with a force of 0.1N.\nOptions: (A) The forces are unbalanced, so there is a net force on the ice cube. (B) The forces are balanced, so there is no net force on the ice cube." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on the ice cube, look at the forces:\nEarth's gravity is pulling the ice cube down with a force of 0.1 N.\nThe water is pushing the ice cube up with a force of 0.1 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 0.1 N. This means that the forces are balanced, so there is no net force on the ice cube. The answer is B." + } + ] + }, + { + "id": "8785", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Dakota inherited this trait?\nContext: Read the description of a trait.\nDakota has green eyes.\nOptions: (A) Dakota has green eyes like her biological mother. (B) Dakota and her biological father wear sunglasses when they go outside. (C) Dakota's neighbor has green eyes." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "8793", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nEmir plays hockey.\nContext: Hint: Playing hockey takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play hockey. Instead, some people learn how to play hockey. Playing the sport takes practice. So, playing hockey is an acquired trait. The answer is B." + } + ] + }, + { + "id": "8798", + "image": "8798\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) salty (B) rough (C) flexible\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. All four objects are rough.\nPotato chips have a salty taste. The pineapple is not salty.\nA flexible object can be folded or bent without breaking easily. The potato sack is flexible, but the rock and the sidewalk are not.\nThe property that all four objects have in common is rough. The answer is B." + } + ] + }, + { + "id": "8805", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nLisbon, Portugal, has cloudy skies today. So, the air pressure is low.\nContext: N/A\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nLisbon, Portugal, has cloudy skies today. So, the air pressure is low.\nAir pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy.\nThis passage tells you about the air pressure in Lisbon today. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "8811", + "image": "8811\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) translucent (B) stretchy (C) bumpy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA bumpy object is covered in lumps and bumps. The honey is not bumpy.\nA stretchy object gets longer when you pull on it. The wet ice cube is not stretchy.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All three objects are translucent.\nThe property that all three objects have in common is translucent. The answer is A." + } + ] + }, + { + "id": "8819", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a song?\nContext: N/A\nOptions: (A) Any Dream Will Do (B) \"Any Dream Will Do\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A song should be in quotation marks.\nThe correct title is \"Any Dream Will Do.\" The answer is B." + } + ] + }, + { + "id": "8841", + "image": "8841\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Gwen's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nGwen built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Gwen observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Gwen built three more of the same type of circuit. She repeated the tests with each circuit. Gwen recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.\nFigure: a circuit with a battery, a light bulb, and a piece of copper.\nOptions: (A) Do circuits that include iron produce dimmer light than circuits that include copper? (B) Can light bulbs stay lit longer when circuits include copper or when circuits include iron?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "8847", + "image": "8847\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Galeocerdo have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an animal called Galeocerdo.\nSome fossils of Galeocerdo are over 2,000,000 years old.\nOptions: (A) a round, flat body (B) fins on its back (C) gray skin\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B." + } + ] + }, + { + "id": "8852", + "image": "8852\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this clothes hanger made of?\nContext: N/A\nOptions: (A) metal (B) wool\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the clothes hanger.\nThe clothes hanger is made of two different materials. The hook is made of metal. The rest of the hanger is made of wood. The answer is A." + } + ] + }, + { + "id": "8862", + "image": "8862\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nNickel is ().\nContext: The model below represents nickel. ckel is a metal that is used in coins and in rechargeable batteries.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether nickel is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that dark blue represents the chemical element with the atomic symbol Ni. So, the model shows you that nickel is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that nickel is composed of only one chemical element. So, nickel is an elementary substance. The answer is A." + } + ] + }, + { + "id": "8876", + "image": "8876\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the Venn diagram, what do the Odyssey and the Aeneid have in common?\nContext: This Venn diagram shows information about two ancient poems.\nOptions: (A) They are both set after the Trojan War. (B) They were both written by Virgil.\n" + }, + { + "from": "gpt", + "value": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. In a Venn diagram, each circle shows information that is true for a particular topic. In any area where circles overlap, the information is true for all of the overlapping topics. This Venn diagram shows information about two ancient poems.\nSet after the Trojan War appears in both the circle for the Odyssey and the circle for the Aeneid. This tells you that the Odyssey and the Aeneid are both set after the Trojan War. The answer is A." + } + ] + }, + { + "id": "8878", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nSilicon dioxide is ().\nContext: Silicon dioxide occurs naturally in the mineral quartz, which makes up many of the particles in sand. The chemical formula for silicon dioxide is SiO2.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether silicon dioxide is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for silicon dioxide is SiO2. This formula contains two symbols: Si for silicon and O for oxygen. So, the formula tells you that silicon dioxide is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, silicon dioxide is a compound. The answer is A." + } + ] + }, + { + "id": "8880", + "image": "8880\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for walking on large, floating leaves?\nContext: Bronze-winged jacanas live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.\nThe feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.\nFigure: bronze-winged jacana.\nOptions: (A) Magellan penguin (B) purple gallinule\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the bronze-winged jacana.\nThe bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe purple gallinule has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe Magellan penguin has webbed feet. Its feet are not adapted for walking on floating leaves. The Magellan penguin uses its feet to walk and swim. The answer is B." + } + ] + }, + { + "id": "8884", + "conversations": [ + { + "from": "human", + "value": "How long is an adult great white shark?\nContext: Select the best estimate.\nOptions: (A) 4 yards (B) 4 inches (C) 4 feet" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of an adult great white shark is 4 yards.\n4 inches and 4 feet are both too short. The answer is A." + } + ] + }, + { + "id": "8887", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nYou've reached Eric Horton's voice mail. Please leave a detailed message at the beep, and I will return your call at my earliest convenience.\nContext: N/A\nOptions: (A) verbal irony (B) onomatopoeia" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message. The answer is B." + } + ] + }, + { + "id": "8889", + "image": "8889\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Diplomystus have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an ancient fish called Diplomystus. Diplomystus lived in ancient lakes and ate smaller fish.\nOptions: (A) reddish-orange scales on its body (B) a V-shaped tail fin\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B." + } + ] + }, + { + "id": "8890", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Since the branches had grown over the power lines, Lauren requested a permit to have the branches removed. (B) Since the branches had grown over the power lines, Lauren requested a permit to have them removed." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun they could refer to the branches or the power lines.\nThe second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the branches.\nSince the branches had grown over the power lines, Lauren requested a permit to have the branches removed. The answer is B." + } + ] + }, + { + "id": "8894", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Jupiter's phenotype for the coat pattern trait?\nContext: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a spotted coat (a) is recessive to the allele for a black coat (A).\nJupiter is a jaguar from this group. Jupiter has the homozygous genotype AA for the coat pattern gene.\nOptions: (A) a spotted coat (B) a black coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Jupiter's genotype for the coat pattern gene is AA. Jupiter's genotype of AA has only A allelles. The A allele is for a black coat. So, Jupiter's phenotype for the coat pattern trait must be a black coat.\nTo check this answer, consider whether Jupiter's alleles are dominant or recessive. The allele for a spotted coat (a) is recessive to the allele for a black coat (A). This means A is a dominant allele, and a is a recessive allele.\nJupiter's genotype of AA has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Jupiter's phenotype for the coat pattern trait must be a black coat. The answer is B." + } + ] + }, + { + "id": "8897", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nbeginner - bottom\nContext: N/A\nOptions: (A) blueberry (B) baseball" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince blueberry is between the guide words beginner - bottom, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "8901", + "conversations": [ + { + "from": "human", + "value": "Before the Louisiana Purchase, what was the western boundary of the United States?\nContext: N/A\nOptions: (A) the Pacific Ocean (B) the Mississippi River (C) the Rocky Mountains (D) the Missouri River" + }, + { + "from": "gpt", + "value": "Before the Louisiana Purchase, the western boundary of the United States was the Mississippi River.\nThe old boundaries had been set in 1783, at the end of the Revolutionary War. In the Treaty of Paris, Britain gave the United States control of the western land south of the Great Lakes. The United States in 1783 stretched from the Atlantic Ocean to the Mississippi River. The answer is B." + } + ] + }, + { + "id": "8904", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a large trash can?\nContext: Select the best estimate.\nOptions: (A) 16 cups (B) 16 gallons (C) 16 fluid ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a large trash can is 16 gallons.\n16 fluid ounces and 16 cups are both too little. The answer is B." + } + ] + }, + { + "id": "8905", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) shoe (B) iceberg (C) pushpin (D) fig tree" + }, + { + "from": "gpt", + "value": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A fig tree is a living thing.\nFig trees grow and respond to their environment. They need food and water. Fig trees are made up of many cells.\nFig trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.\nAn iceberg is not a living thing.\nAn iceberg does not have all the traits of a living thing. It may grow or melt in response to the world around it, but it does not need food.\nA pushpin is not a living thing.\nPushpins do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA shoe is not a living thing.\nShoes do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water. The answer is D." + } + ] + }, + { + "id": "8906", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Emma investigate with an experiment?\nContext: Emma leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:\ntwo identical glass jars\ntwo jar lids\ntap water\na measuring cup\ntwo thermometers\nOptions: (A) Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun? (B) When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer? (C) When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "8917", + "image": "8917\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) sticky (B) hard (C) stretchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The bubble gum is stretchy, but the ice pop and the chocolate milkshake are not.\nA sticky object can attach or stick to other things. All four objects are sticky.\nA hard object does not change shape when pressed or squeezed. The ice pop is hard, but the cake batter, the chocolate milkshake, and the bubble gum are not.\nThe property that all four objects have in common is sticky. The answer is A." + } + ] + }, + { + "id": "8931", + "image": "8931\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement best describes the average monthly precipitation in Boston?\nContext: Use the graph to answer the question below.\nOptions: (A) March is the month with the highest average precipitation. (B) About the same amount of precipitation falls each month between May and October. (C) Precipitation does not change much from month to month in Boston.\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Boston, look at the graph.\nChoice \"Mar\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Boston.\" is incorrect.\nOn average, more precipitation falls between November and April than between May and October.\nChoice \"About the same amount of precipitation falls each month between May and October.\" is incorrect.\nThe average precipitation each month between May and October is about 3 inches. So, about the same amount of precipitation falls during each of these months.\nChoice \"March is the month with the highest average precipitation.\" is incorrect.\nJanuary, not March, has the highest average monthly precipitation. The answer is B." + } + ] + }, + { + "id": "8932", + "image": "8932\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "8937", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nAbdul's proclamations earned him a reputation as our neighborhood's own Nostradamus.\nContext: N/A\nOptions: (A) Greek mythology (B) history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Nostradamus is history.\nNostradamus, a sixteenth-century French astrologer and physician, is best known as the author of a book of prophecies.\nThe allusion Nostradamus means a seer or predictor of the future. The answer is B." + } + ] + }, + { + "id": "8948", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Deion acquired this trait?\nContext: Read the description of a trait.\nDeion knows a lot about biology.\nOptions: (A) Deion learned biology by reading, observing, and experimenting. (B) Deion is most interested in human biology." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "8952", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Mackenzie investigate with an experiment?\nContext: Mackenzie wants to grow sunflowers in her backyard garden. She notices that some sunflowers grow much taller than others. She is curious about what factors affect how sunflowers grow. So, she decides to design an experiment. She has the following supplies available:\nseeds from one type of sunflower\nsoil\none wooden planter box in the sun\none wooden planter box in the shade\none plastic planter box in the sun\nwater\nOptions: (A) Which type of sunflower grows more leaves? (B) Do sunflowers grow bigger in sunny planter boxes or in shady planter boxes? (C) Do sunflowers grow taller if they are planted in planter boxes or in pots?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "8957", + "image": "8957\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for walking on large, floating leaves?\nContext: Bronze-winged jacanas live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.\nThe feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.\nFigure: bronze-winged jacana.\nOptions: (A) emu (B) northern jacana\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the bronze-winged jacana.\nThe bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe northern jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe emu has large, heavy feet with thick toes. Its feet are not adapted for walking on floating leaves. The emu uses its feet to walk and run on hard ground. The answer is B." + } + ] + }, + { + "id": "8959", + "image": "8959\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Coelodonta have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an ancient animal called Coelodonta.\nCoelodonta was hunted by early humans and went extinct about 10,000 years ago.\nOptions: (A) a black snout (B) a tail\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B." + } + ] + }, + { + "id": "8963", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Molly didn't enter student politics until her junior year. (B) Molly did not enter student politics until her junior year." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses a contraction (didn't).\nThe first sentence does not use a contraction, so it is more formal. The answer is B." + } + ] + }, + { + "id": "8965", + "image": "8965\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Haiti (B) Saint Lucia (C) Barbados (D) Saint Vincent and the Grenadines\n" + }, + { + "from": "gpt", + "value": "This country is Saint Lucia. The answer is B." + } + ] + }, + { + "id": "8969", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nmeddle - mound\nContext: N/A\nOptions: (A) map (B) mild" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince mild is between the guide words meddle - mound, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "8972", + "image": "8972\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Yasuni National Park ecosystem?\nContext: Figure: Yasuni National Park.\nThe Amazon rain forest in South America is the largest rain forest ecosystem in the world. Ecuador's Yasuni National Park, which is in the Amazon rain forest, has many different species of plants, birds, and mammals.\nOptions: (A) It has mostly small plants. (B) It has soil that is poor in nutrients. (C) It has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is poor in nutrients. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients. It has mostly small plants. The answer is B." + } + ] + }, + { + "id": "8974", + "conversations": [ + { + "from": "human", + "value": "According to Newton's third law, what other force must be happening?\nContext: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.\nConsider the following force:\nPete is pulling on a full suitcase.\nOptions: (A) The suitcase is pushing on Pete. (B) The suitcase is pulling on Pete." + }, + { + "from": "gpt", + "value": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Pete is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Pete. The answer is B." + } + ] + }, + { + "id": "8980", + "image": "8980\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement best describes the average monthly precipitation in New Orleans?\nContext: Use the graph to answer the question below.\nOptions: (A) The wettest months of the year are June, July, and August. (B) October is the wettest month. (C) June, July, and August are the driest months of the year.\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in New Orleans, look at the graph.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"June, July, and August are the driest months of the year.\" is incorrect.\nOn average, slightly more precipitation falls during June, July, and August than during the other months of the year. So, June, July, and August are not the driest months.\nChoice \"The wettest months of the year are June, July, and August.\" is incorrect.\nOn average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.\nChoice \"October is the wettest month.\" is incorrect.\nEvery other month has a higher average precipitation than October. So, October is the driest, not the wettest, month. The answer is A." + } + ] + }, + { + "id": "9001", + "conversations": [ + { + "from": "human", + "value": "What does the hyperbole in this text suggest?\nThe last time Lorenzo cleaned his room, dinosaurs were still roaming the Earth.\nContext: N/A\nOptions: (A) Lorenzo hates to clean his room. (B) Lorenzo hasn't cleaned his room in a very long time." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode! The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole dinosaurs were still roaming the Earth suggests that Lorenzo hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed. The answer is B." + } + ] + }, + { + "id": "9003", + "image": "9003\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this dress made of?\nContext: N/A\nOptions: (A) glass (B) cotton\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the dress.\nThis dress is made of cotton.\nNot all dresses are made of cotton. Dresses can be made from silk, wool, linen, or many other fabrics. The answer is B." + } + ] + }, + { + "id": "9004", + "conversations": [ + { + "from": "human", + "value": "Select the one true statement.\nContext: N/A\nOptions: (A) The cell membrane stores nutrients, water, and waste in a plant cell. (B) The Golgi directs cell activities by sending instructions to different parts of an animal cell. (C) The nucleus directs an animal cell's activities by sending instructions to different parts of the cell." + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "9005", + "conversations": [ + { + "from": "human", + "value": "Select the elementary substance.\nContext: N/A\nOptions: (A) helium (He) (B) boron trifluoride (BF3) (C) fluoromethanol (CH3FO)" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for fluoromethanol contains four symbols: C for carbon, H for hydrogen, F for fluorine, and O for oxygen. So, fluoromethanol is made of four chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, fluoromethanol is a compound, not an elementary substance. The chemical formula for helium contains one symbol: He. So, helium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, helium is an elementary substance. The chemical formula for boron trifluoride contains two symbols: B for boron and F for fluorine. So, boron trifluoride is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, boron trifluoride is a compound, not an elementary substance. The answer is A." + } + ] + }, + { + "id": "9010", + "image": "9010\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Honolulu (B) Little Rock (C) Hilo (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is A." + } + ] + }, + { + "id": "9019", + "image": "9019\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "9038", + "conversations": [ + { + "from": "human", + "value": "Which is the most flexible?\nContext: N/A\nOptions: (A) rubber gloves (B) glass window (C) rock" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the rubber gloves are the most flexible. If you gently twist rubber, it will not break. The answer is A." + } + ] + }, + { + "id": "9052", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a goat?\nContext: Select the better estimate.\nOptions: (A) 30 grams (B) 30 kilograms" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a goat is 30 kilograms.\n30 grams is too light. The answer is B." + } + ] + }, + { + "id": "9054", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nland - lilac\nContext: N/A\nOptions: (A) leaf (B) local" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince leaf is between the guide words land - lilac, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "9055", + "conversations": [ + { + "from": "human", + "value": "Is the following statement true or false?\nA plant cell does not have a cell membrane.\nContext: N/A\nOptions: (A) true (B) false" + }, + { + "from": "gpt", + "value": "A plant cell does not have a cell membrane.\nThis statement is false. Every cell has a cell membrane. The cell membrane controls which substances enter and leave the cell. The answer is B." + } + ] + }, + { + "id": "9057", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a magazine?\nContext: N/A\nOptions: (A) ***Car and Driver*** (B) \"Car and Driver\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A magazine should be in italics.\nThe correct title is **Car and Driver**. The answer is A." + } + ] + }, + { + "id": "9058", + "image": "9058\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nJupiter's volume is more than 10,000 times as large as the volume of Mars.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of 10,000 times the volume of Mars.\nThen compare the result to the volume of Jupiter. Jupiter's volume is 1.43 x 10^15 km^3, which is less than 1.63 x 10^15 km^3. So, Jupiter's volume is less than 10,000 times as large as the volume of Mars. The answer is B." + } + ] + }, + { + "id": "9067", + "image": "9067\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Delaware (B) Idaho (C) Georgia (D) Arkansas\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west. The answer is B." + } + ] + }, + { + "id": "9068", + "image": "9068\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) hard (B) soft\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when you squeeze it. Neither of the objects are soft.\nA hard object keeps its shape when you squeeze it. Both objects are hard.\nThe property that both objects have in common is hard. The answer is A." + } + ] + }, + { + "id": "9070", + "image": "9070\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Indiana?\nContext: N/A\nOptions: (A) Columbus (B) Indianapolis (C) Fort Wayne (D) Lansing\n" + }, + { + "from": "gpt", + "value": "Indianapolis is the capital of Indiana. The answer is B." + } + ] + }, + { + "id": "9071", + "image": "9071\\image.png", + "conversations": [ + { + "from": "human", + "value": "What evidence of a drought does this picture show?\nContext: This picture was taken during a drought. A drought happens when an area gets less rain or snow than usual.\nOptions: (A) The riverbed is dry and cracked. (B) The ground is mostly flat.\n" + }, + { + "from": "gpt", + "value": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n The answer is A." + } + ] + }, + { + "id": "9084", + "image": "9084\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) sample A (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "9089", + "image": "9089\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Gunung Leuser National Park ecosystem?\nContext: Figure: Gunung Leuser National Park.\nGunung Leuser National Park is a tropical rain forest ecosystem in Sumatra, an island in western Indonesia.\nOptions: (A) It has year-round warm temperatures. It also has soil that is poor in nutrients. (B) It has cold winters. It also has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Gunung Leuser National Park has year-round warm temperatures. It also has soil that is poor in nutrients. The answer is A." + } + ] + }, + { + "id": "9091", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nI tried to ignore the fresh blueberry pie, but it was ().\nContext: N/A\nOptions: (A) calling my name (B) delicious" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase calling my name. It describes the pie as if it were a person who was beckoning. The answer is A." + } + ] + }, + { + "id": "9093", + "image": "9093\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "9095", + "image": "9095\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Taklamakan Desert ecosystem?\nContext: Figure: Taklamakan Desert.\nThe Taklamakan Desert is a cold desert ecosystem in northwestern China.\nOptions: (A) It has dry, thin soil. It also has a small amount of rain or snow. (B) It has heavy snow. It also has only a few types of trees.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Taklamakan Desert has dry, thin soil. It also has a small amount of rain or snow. The answer is A." + } + ] + }, + { + "id": "9096", + "image": "9096\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Georgia (B) Rhode Island (C) Pennsylvania (D) Iowa\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is C." + } + ] + }, + { + "id": "9101", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nChristine chops onions for the tomato sauce.\nContext: N/A\nOptions: (A) future tense (B) present tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, chops. The verb ends in -s and tells you about something that is true or happening now. The answer is B." + } + ] + }, + { + "id": "9104", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbaking an apple pie\nusing polish to remove tarnish from a silver spoon\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are only physical changes. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking an apple pie is a chemical change. The type of matter in the pie changes when it is baked. The crust turns brown, and the apples become soft.\nA tarnished silver spoon is one that has become less shiny over time. Polishing the spoon makes it look shiny again.\nThe polish changes the tarnish into a different type of matter that can be easily wiped away. So, using polish to remove tarnish from silver is a chemical change.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But polish removing tarnish from a silver spoon is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "9106", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nYou never even finished law school, so why should I trust you to watch my children?\nContext: N/A\nOptions: (A) ad hominem: a personal attack against one's opponent (B) appeal to nature: the assumption that natural things are always good" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that finishing law school determine's one's ability to care for children. This is a personal attack that isn't relevant to taking care of children. This illustrates a type of logical fallacy known as ad hominem. The answer is A." + } + ] + }, + { + "id": "9109", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) When Molly was researching the lives of famous scientists, one source said that Albert Einstein had a speech impediment when he was a child. (B) When Molly was researching the lives of famous scientists, it said that Albert Einstein had a speech impediment when he was a child." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with one source.\nWhen Molly was researching the lives of famous scientists, one source said that Albert Einstein had a speech impediment when he was a child. The answer is B." + } + ] + }, + { + "id": "9120", + "image": "9120\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "9127", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nBecause most wild orchids naturally affix themselves to trees and branches, planting an orchid in soil will likely kill it.\nContext: N/A\nOptions: (A) simple (B) compound-complex (C) complex (D) compound" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction because.\nBecause most wild orchids naturally affix themselves to trees and branches, planting an orchid in soil will likely kill it. The answer is C." + } + ] + }, + { + "id": "9134", + "image": "9134\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arkansas?\nContext: N/A\nOptions: (A) Little Rock (B) Fayetteville (C) Tallahassee (D) Arlington\n" + }, + { + "from": "gpt", + "value": "Little Rock is the capital of Arkansas. The answer is A." + } + ] + }, + { + "id": "9143", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on Max are balanced. Which statement describes the forces on Max?\nContext: Max is standing on a diving board at the pool. Earth's gravity is pulling down on Max with a force of 400N. The diving board is pushing up on Max with a force of 400N.\nOptions: (A) The forces are unbalanced, so there is a net force on Max. (B) The forces are balanced, so there is no net force on Max." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Max, look at the forces:\nEarth's gravity is pulling Max down with a force of 400 N.\nThe diving board is pushing Max up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Max. The answer is B." + } + ] + }, + { + "id": "9144", + "image": "9144\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Missouri (B) North Carolina (C) Arizona (D) Texas\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Missouri is farthest north. The answer is A." + } + ] + }, + { + "id": "9146", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nvain - vinegar\nContext: N/A\nOptions: (A) very (B) voyage" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince very is between the guide words vain - vinegar, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "9150", + "image": "9150\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Jasmine and Bryan trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJasmine and Bryan open their lunch boxes in the school cafeteria. Neither Jasmine nor Bryan got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJasmine's lunch Bryan's lunch\nOptions: (A) Jasmine can trade her tomatoes for Bryan's carrots. (B) Bryan can trade his broccoli for Jasmine's oranges. (C) Bryan can trade his almonds for Jasmine's tomatoes. (D) Jasmine can trade her tomatoes for Bryan's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nJasmine wants broccoli. Bryan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "9169", + "image": "9169\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for swimming?\nContext: The is found in rivers and streams in South America. It eats small fish, worms, and crustaceans, which it often finds underwater. Its feet are adapted for swimming.\nFigure: Suriname toad.\nOptions: (A) giraffe (B) African clawed frog\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the Suriname toad.\nThe Suriname toad has webbed feet. Its feet are adapted for swimming. As it swims, the Suriname toad uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe African clawed frog has webbed feet. Its feet are adapted for swimming.\nThe giraffe has large, heavy, hoofed feet. Its feet are not adapted for swimming. The giraffe uses its feet to walk and run on hard ground. The answer is B." + } + ] + }, + { + "id": "9177", + "image": "9177\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Texas?\nContext: N/A\nOptions: (A) Rapid City (B) Charleston (C) Austin (D) Dallas\n" + }, + { + "from": "gpt", + "value": "Austin is the capital of Texas. The answer is C." + } + ] + }, + { + "id": "9189", + "conversations": [ + { + "from": "human", + "value": "Suppose Wendy decides to watch the action movie. Which result would be a cost?\nContext: Wendy is deciding whether to watch a comedy or an action movie. She would prefer to watch a comedy. But she also wants to watch a movie with her sister. Wendy's sister will only watch an action movie.\nOptions: (A) Wendy will get to watch a movie with her sister. (B) Wendy will give up the chance to watch the movie that she is more excited about." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Wendy wants or needs:\nWendy will give up the chance to watch the movie that she is more excited about. The answer is B." + } + ] + }, + { + "id": "9196", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Dalton investigate with an experiment?\nContext: Dalton is baking a pie. He notices that the crust burns before the pie is fully cooked. He wonders what factors affect whether a pie crust will burn in the oven. So, he decides to design an experiment. He has the following supplies available:\ningredients for pumpkin pie filling\ningredients for apple pie filling\ntwo pie crusts made with white flour\na glass pie pan\nan aluminum pie pan\nan oven\nOptions: (A) Do pie crusts made with white flour burn less quickly when covered with aluminum foil or when left uncovered? (B) Does a pie crust made with white flour burn more quickly than a pie crust made with whole wheat flour? (C) Does a pie crust made with white flour burn more quickly when the pie is cooked in a glass pan or in an aluminum pan?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "9197", + "image": "9197\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the Chinese mitten crab.\nContext: This organism is a Chinese mitten crab. Its scientific name is Eriocheir sinensis.\nOptions: (A) Melanoplus bivittatus (B) Acanthaster planci (C) Eriocheir sinensis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Chinese mitten crab's scientific name is Eriocheir sinensis.\nEriocheir sinensis has the same scientific name as a Chinese mitten crab. So, these organisms are in the same species.\nAcanthaster planci does not have the same scientific name as a Chinese mitten crab. So, Eriocheir sinensis and Acanthaster planci are not in the same species.\nMelanoplus bivittatus does not have the same scientific name as a Chinese mitten crab. So, Eriocheir sinensis and Melanoplus bivittatus are not in the same species. The answer is C." + } + ] + }, + { + "id": "9205", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nsediment settling to the bottom of a muddy puddle\nan iceberg melting slowly\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are only physical changes. (C) Both are caused by heating. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nLoose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nAn iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nAn iceberg melting is caused by heating. But sediment settling to the bottom of a muddy puddle is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "9214", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\n\"It was my good luck to have to study for a test while all my friends went to the water park,\" Alec remarked.\nContext: N/A\nOptions: (A) Alec was upset about staying home. (B) Alec wanted time to catch up on his responsibilities." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nGood luck ironically suggests that Alec was upset about staying home. Alec was actually unlucky because he couldn't join his friends at the water park. The answer is A." + } + ] + }, + { + "id": "9218", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAs Juan sat down on the rickety old chair, it abruptly collapsed beneath him.\nContext: N/A\nOptions: (A) compound (B) compound-complex (C) simple (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Juan sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is D." + } + ] + }, + { + "id": "9223", + "image": "9223\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food web, which organism contains matter that eventually moves to the earthworm?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) barren-ground caribou (B) bilberry\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nArrows point from the barren-ground caribou to the grizzly bear and the mushroom. The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm. The answer is B." + } + ] + }, + { + "id": "9225", + "conversations": [ + { + "from": "human", + "value": "What does the personification in this text suggest?\nStefan tried to ignore his unfinished essay, but it glared at him from across the room.\nContext: N/A\nOptions: (A) Stefan thought he was being watched. (B) It bothered Stefan that the essay wasn't finished." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Stefan that the essay wasn't finished. The essay is like a person who is bothering Stefan. The answer is B." + } + ] + }, + { + "id": "9231", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nBrad argues that American schools should offer foreign language classes at every level. I disagree. How could Brad not see the value of learning English?\nContext: N/A\nOptions: (A) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (B) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (C) appeal to nature: the assumption that natural things are always good" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Brad claims that Americans should stop learning English and only study foreign languages. However, this misrepresents Brad's argument. Brad only wants more foreign language instruction. He says nothing about eliminating English instruction. This illustrates a type of logical fallacy known as a straw man. The answer is B." + } + ] + }, + { + "id": "9232", + "image": "9232\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.\nOptions: (A) each aquarium . . . the surroundings (B) the surroundings . . . each aquarium\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings. The answer is A." + } + ] + }, + { + "id": "9233", + "image": "9233\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) breakable (B) rough\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. Neither of the objects are rough.\nA breakable object will break into pieces if you drop it. Both objects are breakable.\nThe property that both objects have in common is breakable. The answer is A." + } + ] + }, + { + "id": "9242", + "image": "9242\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Kibale National Forest ecosystem?\nContext: Figure: Kibale National Forest.\nKibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa. This rain forest is home to many African primates, including chimpanzees.\nOptions: (A) It has soil that is poor in nutrients. (B) It has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kibale National Forest ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. It has soil that is poor in nutrients. The following statement does not describe Kibale National Forest: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients. The answer is A." + } + ] + }, + { + "id": "9247", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nI pulled Harry off the project because his work was sloppy. While we're at it, let's pull Grace off the project, too. I haven't reviewed her work, but she's friends with Harry, so we cannot rely on the quality of her work either.\nContext: N/A\nOptions: (A) false dichotomy: an argument that presents only two choices when more options exist (B) guilt by association: a negative association intended to discredit someone or something (C) straw man: a misrepresentation of an opponent's position that makes it easier to argue against" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Grace's work is low quality because her friend's work is low quality. However, the work of Grace's friend does not necessarily reflect the quality of Grace's work. This illustrates a type of logical fallacy known as guilt by association. The answer is B." + } + ] + }, + { + "id": "9248", + "conversations": [ + { + "from": "human", + "value": "How long is a sofa?\nContext: Select the best estimate.\nOptions: (A) 6 feet (B) 6 inches (C) 6 yards" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a sofa is 6 feet.\n6 inches is too short and 6 yards is too long. The answer is A." + } + ] + }, + { + "id": "9249", + "image": "9249\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) New Mexico (B) Florida (C) Arkansas (D) Kansas\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Florida is farthest east. The answer is B." + } + ] + }, + { + "id": "9257", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\n\"Thank you for your work over the years,\" Mrs. Becker said to her gardener. \"As of next week, however, your services will no longer be required.\"\nContext: N/A\nOptions: (A) The gardener is retiring. (B) The gardener is being fired." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism your services will no longer be required means that the gardener is being fired. The answer is B." + } + ] + }, + { + "id": "9262", + "image": "9262\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Asia (B) Africa (C) Europe (D) Australia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is A." + } + ] + }, + { + "id": "9266", + "image": "9266\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is A." + } + ] + }, + { + "id": "9275", + "image": "9275\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Mississippi?\nContext: N/A\nOptions: (A) Jackson (B) Frankfort (C) Charleston (D) Biloxi\n" + }, + { + "from": "gpt", + "value": "Jackson is the capital of Mississippi. The answer is A." + } + ] + }, + { + "id": "9277", + "image": "9277\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is stronger in Pair 2. (C) The magnetic force is stronger in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "9278", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nRight-handedness is controlled by genetics, interestingly enough, the same genes are also responsible for the brain becoming more specialized at certain tasks.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nRight-handedness is controlled by genetics, interestingly enough, the same genes are also responsible for the brain becoming more specialized at certain tasks.\nHere is one way to fix the run-on sentence:\nRight-handedness is controlled by genetics. Interestingly enough, the same genes are also responsible for the brain becoming more specialized at certain tasks. The answer is A." + } + ] + }, + { + "id": "9283", + "image": "9283\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak.\nBirds are warm-blooded. Warm-blooded animals can control their body temperature.\nA griffon vulture is an example of a bird.\nOptions: (A) rabbit (B) albatross (C) western gorilla (D) Galapagos giant tortoise\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A rabbit is a mammal. It has fur and feeds its young milk.\nRabbits live underground in burrows. A group of rabbit burrows is called a warren.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nA Galapagos giant tortoise is a reptile. It has scaly, waterproof skin.\nGalapagos tortoises live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old!\nA western gorilla is a mammal. It has fur and feeds its young milk.\nGorillas live in groups called troops. The largest male in the troop is usually the leader. The answer is B." + } + ] + }, + { + "id": "9285", + "image": "9285\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 2. (B) The magnetic force is weaker in Pair 1. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "9287", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Chester's phenotype for the fur texture trait?\nContext: In a group of dachshund dogs, some individuals have rough fur and others have soft fur. In this group, the gene for the fur texture trait has two alleles. The allele for soft fur (f) is recessive to the allele for rough fur (F).\nChester is a dachshund dog from this group. Chester has the homozygous genotype ff for the fur texture gene.\nOptions: (A) rough fur (B) soft fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Chester's genotype for the fur texture gene is ff. Chester's genotype of ff has only f alleles. The f allele is for soft fur. So, Chester's phenotype for the fur texture trait must be soft fur.\nTo check this answer, consider whether Chester's alleles are dominant or recessive. The allele for soft fur (f) is recessive to the allele for rough fur (F). This means F is a dominant allele, and f is a recessive allele.\nChester's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Chester's phenotype for the fur texture trait must be soft fur. The answer is B." + } + ] + }, + { + "id": "9288", + "conversations": [ + { + "from": "human", + "value": "Which is harder?\nContext: N/A\nOptions: (A) wool scarf (B) asphalt road" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the asphalt road is harder. If you step on asphalt, it will not change shape. The answer is B." + } + ] + }, + { + "id": "9290", + "conversations": [ + { + "from": "human", + "value": "How long is a soccer field?\nContext: Select the best estimate.\nOptions: (A) 370 miles (B) 370 yards (C) 370 feet (D) 370 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a soccer field is 370 feet.\n370 inches is too short. 370 yards and 370 miles are too long. The answer is C." + } + ] + }, + { + "id": "9294", + "image": "9294\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) blue (B) fuzzy (C) slippery\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. None of the objects are slippery.\nA fuzzy object is covered in soft hair. All three objects are fuzzy.\nBlue is a color.\nThis color is blue. The yarn pom pom is blue, but the tennis ball and the boots are not.\nThe property that all three objects have in common is fuzzy. The answer is B." + } + ] + }, + { + "id": "9295", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nIn this chemical reaction, water is a ().\nContext: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.\nHydrogen peroxide, a household disinfectant, breaks down into water and oxygen gas over time. Light speeds up this process, so hydrogen peroxide is typically stored in a dark-colored bottle. The bottle's dark coloring blocks light and makes the hydrogen peroxide last longer.\nOptions: (A) reactant (B) product" + }, + { + "from": "gpt", + "value": "A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products. Read the underlined text carefully. Look for information about what happens to water in this chemical reaction.\nHydrogen peroxide, a household disinfectant, breaks down into water and oxygen gas over time. Light speeds up this process, so hydrogen peroxide is typically stored in a dark-colored bottle. The bottle's dark coloring blocks light and makes the hydrogen peroxide last longer.\nThe underlined text tells you that hydrogen forms when hydrogen peroxide breaks down. Because water is produced by this chemical reaction, water is a product. The answer is B." + } + ] + }, + { + "id": "9304", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAnd so, my fellow Americans: ask not what your country can do for you\u2014ask what you can do for your country.\n\u2014President John F. Kennedy, inaugural address\nContext: N/A\nOptions: (A) assonance (B) chiasmus" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.\nThe second half of the sentence reverses the order of the words country and you relative to the first half. The answer is B." + } + ] + }, + { + "id": "9323", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word travesty in its traditional sense?\nContext: N/A\nOptions: (A) In 1687, John Phillips published a controversial English translation of Cervantes's Don Quixote. Phillips's translation, a travesty of the original story, was filled with vulgar humor. (B) John Milton's epic poem Paradise Lost was first published in 1667. It's a travesty that only thirty-three pages of the original manuscript have survived." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses travesty in its traditional sense: a ridiculous imitation; a parody.\nIn 1687, John Phillips published a controversial English translation of Cervantes's Don Quixote. Phillips's translation, a travesty of the original story, was filled with vulgar humor.\nThe first text uses travesty in its nontraditional sense: a disappointment or a tragedy.\nJohn Milton's epic poem Paradise Lost was first published in 1667. It's a travesty that only thirty-three pages of the original manuscript have survived.\nMost style guides recommend to use the traditional sense of the word travesty because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "9328", + "image": "9328\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "9330", + "image": "9330\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wisconsin?\nContext: N/A\nOptions: (A) Madison (B) Lincoln (C) Dover (D) Green Bay\n" + }, + { + "from": "gpt", + "value": "Madison is the capital of Wisconsin. The answer is A." + } + ] + }, + { + "id": "9332", + "image": "9332\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maine?\nContext: N/A\nOptions: (A) Baton Rouge (B) Portland (C) Augusta (D) Manchester\n" + }, + { + "from": "gpt", + "value": "Augusta is the capital of Maine. The answer is C." + } + ] + }, + { + "id": "9336", + "conversations": [ + { + "from": "human", + "value": "The time period after the Civil War is usually called Reconstruction. What does it mean to reconstruct something?\nContext: N/A\nOptions: (A) to criticize something (B) to destroy something (C) to forget something entirely (D) to build something again" + }, + { + "from": "gpt", + "value": "The prefix re- means \"again.\" The word construct means \"to build.\" So, reconstruct means \"to build something again.\" The Confederate States were in the South. The border states were Southern states that did not join the Confederacy. In 1861, the Civil War started when 11 Southern states seceded, or withdrew from the country. The seceded states tried to form a new country called the Confederate States of America. In 1865, the Confederate states lost the Civil War. During Reconstruction, Americans debated how to bring the Confederate states back into the United States' political and economic systems. The answer is D." + } + ] + }, + { + "id": "9344", + "image": "9344\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Kathleen's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Kathleen was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Kathleen gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nOptions: (A) whether she added enough nutrients to help the bacteria produce 20% more insulin (B) whether producing more insulin would help the bacteria grow faster (C) whether different types of bacteria would need different nutrients to produce insulin\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "9345", + "image": "9345\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Haiti (B) Saint Kitts and Nevis (C) the Dominican Republic (D) Dominica\n" + }, + { + "from": "gpt", + "value": "This country is Dominica. The answer is D." + } + ] + }, + { + "id": "9352", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nCyclooctasulfur is ().\nContext: Cyclooctasulfur is used in the production of rubber bands and automobile tires. The chemical formula for cyclooctasulfur is S8.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether cyclooctasulfur is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for cyclooctasulfur, S8, contains one atomic symbol: S for sulfur. So, the formula tells you that cyclooctasulfur is composed of only one chemical element.\nSince cyclooctasulfur is composed of only one chemical element, cyclooctasulfur is an elementary substance. The answer is B." + } + ] + }, + { + "id": "9356", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMaura has no school spirit\u2014she never comes to any of our football games.\nContext: N/A\nOptions: (A) false dichotomy: an argument that presents only two choices when more options exist (B) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Maura doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Maura doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy. The answer is A." + } + ] + }, + { + "id": "9357", + "image": "9357\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) salty (B) fuzzy (C) smooth\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. All four objects are salty.\nA fuzzy object is covered in soft hair. The cracker is not fuzzy.\nA smooth object is not scratchy or rough. The potato chips, the fries, and the cracker are not smooth.\nThe property that all four objects have in common is salty. The answer is A." + } + ] + }, + { + "id": "9361", + "image": "9361\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "9367", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Gabby investigate with an experiment?\nContext: Gabby leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:\none bar of milk chocolate\none bar of dark chocolate\na stove\na pot\nOptions: (A) Does milk chocolate melt faster when heated in a microwave or on a stove? (B) Does dark chocolate or white chocolate melt faster when heated on the stove? (C) Does milk chocolate or dark chocolate melt faster when heated on the stove?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "9370", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on Natalie are balanced. Which statement describes the forces on Natalie?\nContext: Natalie is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Natalie with a force of 600N. The seat of the cart is pushing up on Natalie with a force of 1,200N.\nOptions: (A) The forces are balanced, so there is no net force on Natalie. (B) The forces are unbalanced, so there is a net force on Natalie." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Natalie, look at the forces:\nEarth's gravity is pulling Natalie down with a force of 600 N.\nThe seat of the cart is pushing Natalie up with a force of 1,200 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Natalie. The answer is B." + } + ] + }, + { + "id": "9375", + "image": "9375\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Duncan and Sam trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nDuncan and Sam open their lunch boxes in the school cafeteria. Neither Duncan nor Sam got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nDuncan's lunch Sam's lunch\nOptions: (A) Duncan can trade his tomatoes for Sam's broccoli. (B) Duncan can trade his tomatoes for Sam's carrots. (C) Sam can trade his almonds for Duncan's tomatoes. (D) Sam can trade his broccoli for Duncan's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nDuncan wants broccoli. Sam wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A." + } + ] + }, + { + "id": "9381", + "conversations": [ + { + "from": "human", + "value": "What does this Works Cited entry indicate about the cited work?\nCamus, Albert. \"The Guest.\" Trans. Justin O'Brien. The Oxford Book of French Short Stories. Ed. Elizabeth Fallaize. Oxford: Oxford UP, 2002. Print.\nContext: N/A\nOptions: (A) It has been translated from another language. (B) It has more than two authors. (C) Its date of publication is unknown." + }, + { + "from": "gpt", + "value": "When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n Look closely at the Works Cited entry:\nCamus, Albert. \"The Guest.\" Trans. Justin O'Brien. The Oxford Book of French Short Stories. Ed. Elizabeth Fallaize. Oxford: Oxford UP, 2002. Print.\nYou can tell that the cited work has been translated from another language because the entry contains the abbreviation Trans., which means translated by. The answer is A." + } + ] + }, + { + "id": "9382", + "conversations": [ + { + "from": "human", + "value": "The city of Georgetown has been one of the world's biggest makers of cough drops for many years. But last month, Georgetown's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops?\nContext: N/A\nOptions: (A) The supply will probably go up. (B) The supply will probably go down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Georgetown. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is B." + } + ] + }, + { + "id": "9386", + "conversations": [ + { + "from": "human", + "value": "Is there a sentence fragment?\nIn 2004, a team of archaeologists discovered a three-foot-tall skeleton, dubbed the \"Hobbit,\" in Indonesia. Even after ten years, experts still debate whether the skeleton belonged to a modern human.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is not a sentence fragment. These are complete sentences because they express complete thoughts.\nIn 2004, a team of archaeologists discovered a three-foot-tall skeleton, dubbed the \"Hobbit,\" in Indonesia. Even after ten years, experts still debate whether the skeleton belonged to a modern human. The answer is B." + } + ] + }, + { + "id": "9387", + "conversations": [ + { + "from": "human", + "value": "What is the mass of an apple?\nContext: Select the better estimate.\nOptions: (A) 120 kilograms (B) 120 grams" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an apple is 120 grams.\n120 kilograms is too heavy. The answer is B." + } + ] + }, + { + "id": "9388", + "image": "9388\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: fire salamander.\nOptions: (A) opalescent nudibranch (B) lechwe\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the fire salamander.\nThe fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators. The answer is A." + } + ] + }, + { + "id": "9389", + "image": "9389\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nHydrogen fluoride is ().\nContext: The model below represents a molecule of hydrogen fluoride. Hydrogen fluoride is used to make chemicals that can help keep refrigerators cool.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. Count the number of chemical elements represented in the model. Then, decide if hydrogen fluoride is an elementary substance or a compound.\nIn this model, each ball is labeled with H for hydrogen or F for fluorine. So, the model shows you that hydrogen fluoride is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen fluoride is a compound. The answer is B." + } + ] + }, + { + "id": "9394", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na puddle freezing into ice on a cold night\nmixing sand and water\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are only physical changes. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nA puddle freezing is caused by cooling. But mixing sand and water is not. The answer is C." + } + ] + }, + { + "id": "9399", + "conversations": [ + { + "from": "human", + "value": "What is the mass of an eraser?\nContext: Select the better estimate.\nOptions: (A) 40 kilograms (B) 40 grams" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an eraser is 40 grams.\n40 kilograms is too heavy. The answer is B." + } + ] + }, + { + "id": "9403", + "image": "9403\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the common kestrel.\nContext: This organism is a common kestrel. Its scientific name is Falco tinnunculus.\nOptions: (A) Falco sparverius (B) Tigrisoma mexicanum (C) Ardea herodias\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Falco tinnunculus are not in the same genus.\nFalco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Falco tinnunculus are in the same genus.\nTigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Falco tinnunculus are not in the same genus. The answer is A." + } + ] + }, + { + "id": "9415", + "conversations": [ + { + "from": "human", + "value": "Select the plant.\nContext: N/A\nOptions: (A) Barn owls walk and fly. (B) Cedar trees have small leaves." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A cedar tree is a plant. It has small leaves.\nCedar trees grow in many parts of the world. Many cedar trees grow on mountains.\nA barn owl is an animal. It walks and flies.\nA barn owl is a bird. Barn owls live on every continent except Antarctica. The answer is B." + } + ] + }, + { + "id": "9423", + "image": "9423\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Laura's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLaura planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Laura added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Laura counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.\nFigure: tomato seedlings growing in soil.\nOptions: (A) Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow? (B) Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "9436", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a rock.\nContext: N/A\nOptions: (A) Rhyolite is a solid. It is not a pure substance. (B) Slate is a solid. It is not made by living things. (C) Styrofoam is made by humans. It is not a pure substance." + }, + { + "from": "gpt", + "value": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nSlate is a rock.\nStyrofoam is made by humans. But rocks are not made by living things.\nSo, styrofoam is not a rock.\nRhyolite is a rock. The answer is C." + } + ] + }, + { + "id": "9444", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nMona grabs her mother's hand.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, grabs. The verb ends in -s and tells you about something that is true or happening now. The answer is C." + } + ] + }, + { + "id": "9468", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Robert was recently reading about remote mountain villages, and it said that they often have no Internet access. He couldn't imagine life without email! (B) Robert was recently reading about remote mountain villages, and the article said that they often have no Internet access. He couldn't imagine life without email!" + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the article.\nRobert was recently reading about remote mountain villages, and the article said that they often have no Internet access. He couldn't imagine life without email! The answer is A." + } + ] + }, + { + "id": "9475", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nPotassium hydroxide is ().\nContext: Potassium hydroxide is used to make liquid soap. The chemical formula for potassium hydroxide is KOH.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether potassium hydroxide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for potassium hydroxide, KOH, contains three atomic symbols: K for potassium, O for oxygen, and H for hydrogen. So, the formula tells you that potassium hydroxide is composed of three chemical elements bonded together.\nSince potassium hydroxide is composed of multiple chemical elements bonded together, potassium hydroxide is a compound. The answer is A." + } + ] + }, + { + "id": "9481", + "conversations": [ + { + "from": "human", + "value": "What does the allusion in this text suggest?\nBobby seems to have the Midas touch. Without any special experience or training, he launched a thriving business and then established a well-respected charity.\nContext: N/A\nOptions: (A) Bobby is lazy and uninformed. (B) Bobby is successful at all that he does." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion the Midas touch suggests that Bobby is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing. The answer is B." + } + ] + }, + { + "id": "9489", + "image": "9489\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "9493", + "image": "9493\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the lichen?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) rough-legged hawk (B) parasitic jaeger (C) Arctic fox (D) snowy owl (E) barren-ground caribou\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the rough-legged hawk starts from the parasitic jaeger. The only arrow pointing to the parasitic jaeger starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the rough-legged hawk.\nThe only arrow pointing to the snowy owl starts from the short-tailed weasel. The only arrow pointing to the short-tailed weasel starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the snowy owl.\nThe only arrow pointing to the parasitic jaeger starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the parasitic jaeger.There is one path matter can take from the lichen to the barren-ground caribou: lichen->barren-ground caribou. Arctic fox. The Arctic fox has two arrows pointing to it. One arrow starts from the bilberry. The bilberry does not have any arrows pointing to it. The other arrow pointing to the Arctic fox starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the Arctic fox.. The answer is E." + } + ] + }, + { + "id": "9494", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nIf you're wondering whether purchasing the computer's extended warranty is a wise choice, let me point out that ninety percent of my customers choose to buy it. Don't question the wisdom of the crowd.\nContext: N/A\nOptions: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) appeal to nature: the assumption that natural things are always good (C) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the extended warranty is a wise choice because most customers buy it. However, the fact that many customers purchase the warranty doesn't necessarily make it a good purchase. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is C." + } + ] + }, + { + "id": "9495", + "image": "9495\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) transparent (B) fragile (C) flexible\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nYou can see clearly through a transparent object. None of the objects are transparent.\nThe property that all three objects have in common is flexible. The answer is C." + } + ] + }, + { + "id": "9499", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Ben acquired this trait?\nContext: Read the description of a trait.\nBen speaks two languages.\nOptions: (A) Ben's mother speaks one language. (B) Ben learned to speak two languages in school." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "9503", + "image": "9503\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Antarctica (B) South America (C) Asia (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is B." + } + ] + }, + { + "id": "9504", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a cold glass of water?\nContext: Select the better estimate.\nOptions: (A) 4\u00b0C (B) 4\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a cold glass of water is 4\u00b0C.\n4\u00b0F is too cold. The answer is A." + } + ] + }, + { + "id": "9505", + "conversations": [ + { + "from": "human", + "value": "Suppose Kenny decides to take a trip to Arkansas. Which result would be a cost?\nContext: Kenny is deciding whether to take a trip to Arkansas or Delaware. He wants to enjoy his trip. But he is also trying to save money.\nOptions: (A) Kenny will spend more money. Plane tickets for Kenny to get to Arkansas are more expensive than tickets to Delaware. (B) Kenny will enjoy his trip to Arkansas more than he would have enjoyed a trip to Delaware." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Kenny wants or needs:\nKenny will spend more money. Plane tickets for Kenny to get to Arkansas are more expensive than tickets to Delaware. The answer is A." + } + ] + }, + { + "id": "9508", + "conversations": [ + { + "from": "human", + "value": "Suppose Tristan decides to eat the oatmeal cookies. Which result would be a cost?\nContext: Tristan is deciding whether to eat raisins or oatmeal cookies for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier.\nOptions: (A) Tristan will give up the chance to eat the raisins. The raisins would have been healthier than the oatmeal cookies. (B) Tristan will get to eat the oatmeal cookies. Tristan thinks oatmeal cookies will taste better than raisins would have." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Tristan wants or needs:\nTristan will give up the chance to eat the raisins. The raisins would have been healthier than the oatmeal cookies. The answer is A." + } + ] + }, + { + "id": "9509", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 240-gram bottle of water at a temperature of 25\u00b0C (B) a 240-gram bottle of water at a temperature of 10\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two bottles of water have the same mass but different temperatures. Since the 25\u00b0C bottle of water is hotter than the 10\u00b0C bottle of water, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "9513", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nsave - softly\nContext: N/A\nOptions: (A) shy (B) supplies" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince shy is between the guide words save - softly, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "9514", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a vacuum cleaner?\nContext: Select the best estimate.\nOptions: (A) 19 pounds (B) 19 tons (C) 19 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a vacuum cleaner is 19 pounds.\n19 ounces is too light and 19 tons is too heavy. The answer is A." + } + ] + }, + { + "id": "9525", + "image": "9525\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these continents does the prime meridian intersect?\nContext: N/A\nOptions: (A) South America (B) Antarctica (C) Australia\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Antarctica. It does not intersect Australia or South America. The answer is B." + } + ] + }, + { + "id": "9530", + "conversations": [ + { + "from": "human", + "value": "How long is a raisin?\nContext: Select the best estimate.\nOptions: (A) 11 meters (B) 11 millimeters (C) 11 kilometers (D) 11 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a raisin is 11 millimeters.\n11 centimeters, 11 meters, and 11 kilometers are all too long. The answer is B." + } + ] + }, + { + "id": "9535", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Even if most Americans say that they approve of NASA's missions, the organization receives too much public funding. (B) Almost seventy percent of respondents to a 2011 Pew Research survey said that they value space exploration." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The first sentence states a fact.\nAlmost seventy percent of respondents to a 2011 Pew Research survey said that they value space exploration.\nIt can be proved by consulting the results of the relevant 2011 survey.\nThe second sentence states an opinion.\nEven if most Americans say that they approve of NASA's missions, the organization receives too much public funding.\nToo much shows what a person believes, thinks, or feels. Another person might have a different opinion about whether the amount of funding NASA receives is too much. The answer is B." + } + ] + }, + { + "id": "9538", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Moxie's phenotype for the coat color trait?\nContext: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a red coat (l).\nMoxie is a cow from this group. Moxie has the homozygous genotype LL for the coat color gene.\nOptions: (A) a red coat (B) a black coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Moxie's genotype for the coat color gene is LL. Moxie's genotype of LL has only L allelles. The L allele is for a black coat. So, Moxie's phenotype for the coat color trait must be a black coat.\nTo check this answer, consider whether Moxie's alleles are dominant or recessive. The allele for a black coat (L) is dominant over the allele for a red coat (l). This means L is a dominant allele, and l is a recessive allele.\nMoxie's genotype of LL has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Moxie's phenotype for the coat color trait must be a black coat. The answer is B." + } + ] + }, + { + "id": "9540", + "conversations": [ + { + "from": "human", + "value": "Which is a sentence fragment?\nContext: N/A\nOptions: (A) The next baseball game. (B) Polly draws an arrow it points up." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The next baseball game is a sentence fragment. It is missing a verb. The answer is A." + } + ] + }, + { + "id": "9541", + "conversations": [ + { + "from": "human", + "value": "Is there a sentence fragment?\nOne of the oldest harvest festivals in the world is the Chinese Mid-Autumn Festival. Which was first celebrated in the tenth century BCE.\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is a sentence fragment that does not express a complete thought.\nOne of the oldest harvest festivals in the world is the Chinese Mid-Autumn Festival. Which was first celebrated in the tenth century BCE.\nHere is one way to fix the sentence fragment:\nOne of the oldest harvest festivals in the world is the Chinese Mid-Autumn Festival, which was first celebrated in the tenth century BCE. The answer is B." + } + ] + }, + { + "id": "9544", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncedar - county\nContext: N/A\nOptions: (A) chorus (B) cafeteria" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince chorus is between the guide words cedar - county, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "9546", + "image": "9546\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.\nContext: The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.\nOptions: (A) to the left than to the right (B) to the right than to the left\n" + }, + { + "from": "gpt", + "value": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 2 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is A." + } + ] + }, + { + "id": "9548", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 250-gram baked potato at a temperature of 60\u00b0C (B) a 250-gram baked potato at a temperature of 40\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two baked potatoes have the same mass but different temperatures. Since the 40\u00b0C potato is colder than the 60\u00b0C potato, it has less thermal energy. The answer is B." + } + ] + }, + { + "id": "9552", + "image": "9552\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the red kangaroo.\nContext: This organism is a red kangaroo. Its scientific name is Macropus rufus.\nOptions: (A) Cervus canadensis (B) Camelus bactrianus (C) Macropus giganteus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A red kangaroo's scientific name is Macropus rufus. The first word of its scientific name is Macropus.\nCervus canadensis is in the genus Cervus. The first word of its scientific name is Cervus. So, Cervus canadensis and Macropus rufus are not in the same genus.\nMacropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Macropus rufus are in the same genus.\nCamelus bactrianus is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus bactrianus and Macropus rufus are not in the same genus. The answer is C." + } + ] + }, + { + "id": "9560", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Vivian acquired this trait?\nContext: Read the description of a trait.\nVivian can play the cello.\nOptions: (A) Vivian learned how to play the cello in music class. (B) Vivian and her father play the cello together. (C) Vivian knows how to polish her cello." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "9561", + "image": "9561\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Hayley's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nHayley was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Hayley wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Hayley put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.\nOptions: (A) how much the drone weighed with the blade guards (B) if the blade guards would break in a crash (C) if adding the blade guards made the drone fly poorly\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "9592", + "image": "9592\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) South America (C) Antarctica (D) Africa\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Antarctica. The answer is C." + } + ] + }, + { + "id": "9593", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nMom will pitch the ball to Preston.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "9609", + "image": "9609\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: Blue poison dart frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: blue poison dart frog.\nOptions: (A) sharpnose-puffer (B) gray tree frog\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the blue poison dart frog.\nThe blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the blue poison dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators. The answer is A." + } + ] + }, + { + "id": "9620", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nmixing sand and water\ncarving a piece of wood\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are chemical changes. (C) Both are only physical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nCarving a piece of wood is a physical change. The wood changes shape, but it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "9621", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nManny will make cookies with his friends.\nContext: N/A\nOptions: (A) future tense (B) past tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen. The answer is A." + } + ] + }, + { + "id": "9624", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two geese. Which goose was moving at a lower speed?\nContext: N/A\nOptions: (A) a goose that moved 190miles in 5hours (B) a goose that moved 235miles in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each goose moved and the time it took to move that distance.\nOne goose moved 190 miles in 5 hours.\nThe other goose moved 235 miles in 5 hours.\nNotice that each goose spent the same amount of time moving. The goose that moved 190 miles moved a shorter distance in that time. So, that goose must have moved at a lower speed. The answer is A." + } + ] + }, + { + "id": "9626", + "image": "9626\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Rhode Island (B) Michigan (C) Massachusetts (D) New Jersey\n" + }, + { + "from": "gpt", + "value": "The colony is New Jersey. The answer is D." + } + ] + }, + { + "id": "9628", + "image": "9628\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Southern Ocean (B) the Atlantic Ocean (C) the Arctic Ocean (D) the Pacific Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is B." + } + ] + }, + { + "id": "9650", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nHydrogen is ().\nContext: Hydrogen gas was once used to make large airships, such as blimps, float. It is no longer used in airships because it catches fire easily. The chemical formula for hydrogen is H2.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether hydrogen is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for hydrogen, H2, contains one atomic symbol: H. So, the formula tells you that hydrogen is composed of only one chemical element.\nSince hydrogen is composed of only one chemical element, hydrogen is an elementary substance. The answer is B." + } + ] + }, + { + "id": "9652", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) If Peter doesn't know how to make homemade waffles, he can find the recipe in the cookbook. (B) If Peter doesn't know how to make homemade waffles, he can find it in the cookbook." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.\nIf Peter doesn't know how to make homemade waffles, he can find the recipe in the cookbook. The answer is B." + } + ] + }, + { + "id": "9653", + "conversations": [ + { + "from": "human", + "value": "What is the volume of armos?\nContext: Select the best estimate.\nOptions: (A) 7 cups (B) 7 fluid ounces (C) 7 gallons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a thermos is 7 cups.\n7 fluid ounces is too little and 7 gallons is too much. The answer is A." + } + ] + }, + { + "id": "9655", + "image": "9655\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Federated States of Micronesia (B) New Zealand (C) the Marshall Islands (D) Palau\n" + }, + { + "from": "gpt", + "value": "This country is the Federated States of Micronesia. The answer is A." + } + ] + }, + { + "id": "9657", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAn avid reader, Darnell attends weekly book club meetings, and he finishes several novels every month.\nContext: N/A\nOptions: (A) simple (B) compound (C) compound-complex (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAn avid reader, Darnell attends weekly book club meetings, and he finishes several novels every month. The answer is B." + } + ] + }, + { + "id": "9668", + "image": "9668\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nPollination is what happens when ().\nContext: Male cones make pollen. Wind can blow pollen from a male cone to a female cone.\nOptions: (A) pollen lands on a female cone (B) sperm fuses with an egg\n" + }, + { + "from": "gpt", + "value": "Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. When pollen lands on a female cone, it is called pollination. This photograph shows wind blowing pollen from the male cones on a Japanese cedar tree.\nAfter a female cone is pollinated, its eggs can be fertilized. Fertilization is what happens when male cells from the pollen combine with eggs. The answer is A." + } + ] + }, + { + "id": "9670", + "image": "9670\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the European nightjar.\nContext: This organism is a European nightjar. Its scientific name is Caprimulgus europaeus.\nOptions: (A) Caprimulgus macrurus (B) Ulex europaeus (C) Acanthaster planci\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A European nightjar's scientific name is Caprimulgus europaeus. The first word of its scientific name is Caprimulgus.\nUlex europaeus and Caprimulgus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ulex europaeus and Caprimulgus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Ulex europaeus is in the genus Ulex, and Caprimulgus europaeus is in the genus Caprimulgus.\nAcanthaster planci is in the genus Acanthaster. The first word of its scientific name is Acanthaster. So, Acanthaster planci and Caprimulgus europaeus are not in the same genus.\nCaprimulgus macrurus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus macrurus and Caprimulgus europaeus are in the same genus. The answer is A." + } + ] + }, + { + "id": "9676", + "image": "9676\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) Olympia (B) San Francisco (C) Los Angeles (D) Sacramento\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is D." + } + ] + }, + { + "id": "9688", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAlthough Tony hasn't worked in years, his mother prefers to say that he's between jobs right now.\nContext: N/A\nOptions: (A) euphemism (B) paradox" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nBetween jobs is an indirect way of saying unemployed. The answer is A." + } + ] + }, + { + "id": "9704", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Gabrielle inherited this trait?\nContext: Read the description of a trait.\nGabrielle has dark skin.\nOptions: (A) Gabrielle and her father both have dark hair. (B) Gabrielle's parents have dark skin. They passed down this trait to Gabrielle." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "9710", + "image": "9710\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following statements is true?\nContext: A substance's physical and chemical properties are all determined by its chemical structure. Its chemical structure depends on the number and types of atoms in each of its molecules, as well as on how those atoms are arranged.\nOne property of a substance is its flavor, which is its odor and taste combined. The chemical structure of a substance determines both the kind of flavor it has and the strength of that flavor.\nSyrups containing flavorants are used to add flavor to snow cones.\nSubstances that have especially interesting and strong flavors are often added to food to change or enhance the food's flavor. These substances are called flavorants. Flavorants can be found in nature, made in a chemical factory, or both.\nOne example of a flavorant is methyl anthranilate. This flavorant is often used to add a grape flavor to syrups, candy, and other sweets. Methyl anthranilate is found naturally in certain types of grapes, but it can also be made by workers in a chemical factory.\nOptions: (A) A flavorant might be both found in nature and made in a chemical factory. (B) A substance's chemical structure depends only on the number and types of atoms in each molecule of the substance.\n" + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "9712", + "conversations": [ + { + "from": "human", + "value": "Which baked potato has a lower temperature?\nContext: Two 200-gram baked potatoes are identical except for their thermal energies.\nOptions: (A) the baked potato with more thermal energy (B) the baked potato with less thermal energy" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two baked potatoes are made of the same material and have the same mass. So, the baked potato with less thermal energy has a lower temperature. The answer is B." + } + ] + }, + { + "id": "9713", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nA natural area, such as a grassland, catches fire and burns.\nContext: N/A\nOptions: (A) volcanic eruption (B) wildfire (C) erosion" + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "9719", + "conversations": [ + { + "from": "human", + "value": "Which part of a conifer makes seeds?\nContext: N/A\nOptions: (A) the needles (B) the cones (C) the roots" + }, + { + "from": "gpt", + "value": "Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. Conifers use their cones to make seeds. Seeds grow inside the female cones.\nMany conifers have thin pointed leaves called needles. The needles make most of the conifer's food. Needles do not make seeds.\nRoots take in water and nutrients from the soil. They do not make seeds. The answer is B." + } + ] + }, + { + "id": "9720", + "conversations": [ + { + "from": "human", + "value": "Which word is not like the others?\nContext: N/A\nOptions: (A) horse (B) goat (C) squirrel (D) leg" + }, + { + "from": "gpt", + "value": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Horse, squirrel, and goat go together. They are animals. Leg is not an animal, so it is not like the other words. The answer is D." + } + ] + }, + { + "id": "9724", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nI tell Nellie my opinions about her music.\nContext: N/A\nOptions: (A) future tense (B) past tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, tell. The verb tells you about something that is true or happening now. The answer is C." + } + ] + }, + { + "id": "9726", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Precious's genotype for the fur type gene?\nContext: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele F is for straight fur, and the allele f is for curly fur.\nPrecious, a cat from this group, has straight fur. Precious has two alleles for straight fur.\nOptions: (A) FF (B) straight fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Precious has two alleles for straight fur (F). So, Precious's genotype for the fur type gene is FF. The answer is A." + } + ] + }, + { + "id": "9728", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Cody investigate with an experiment?\nContext: Cody went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, Cody was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:\nthe hair on his own head\na cotton blanket\na wooden door\nfive rubber balloons\nOptions: (A) Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair? (B) Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair? (C) Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "9732", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) Over the summer, my cousin Brenna visited many times. (B) Wanda is from Washington now she lives in Lancaster." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Over the summer, my cousin Brenna visited many times is a complete sentence. The subject is my cousin Brenna, and the verb is visited. The answer is A." + } + ] + }, + { + "id": "9738", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the motorcycle's mass did not change.\nThe gravitational potential energy stored between the motorcycle and Earth () as Stefan rode up the hill.\nContext: Read the text about an object in motion.\nStefan rode his motorcycle from the bottom of a hill to the top of the hill.\nOptions: (A) stayed the same (B) decreased (C) increased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the motorcycle and the center of Earth changed.\nThe top of the hill is higher than the bottom of the hill. As Stefan rode toward the top of the hill, the distance between the motorcycle and the center of Earth increased. So, the gravitational potential energy stored between the motorcycle and Earth increased as Stefan rode up the hill. The answer is C." + } + ] + }, + { + "id": "9744", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) grape juice (B) water from a faucet (C) air from a hair dryer (D) screwdriver" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.\nThe water from a faucet is a liquid. A liquid takes the shape of any container it is in. If you put water from a faucet into a container, the water will take the shape of that container. But the water will still take up the same amount of space.\nA screwdriver is a solid. A solid has a size and shape of its own. This screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids.\nGrape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space. The answer is D." + } + ] + }, + { + "id": "9750", + "image": "9750\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maryland (B) Washington, D.C. (C) Virginia (D) New York\n" + }, + { + "from": "gpt", + "value": "The colony is Maryland. The answer is A." + } + ] + }, + { + "id": "9762", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nLove is an ideal thing, marriage a real thing.\n\u2014Johann Wolfgang von Goethe\nContext: N/A\nOptions: (A) assonance (B) antithesis" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.\nGoethe contrasts love, an ideal thing, with marriage, a real thing. The answer is B." + } + ] + }, + { + "id": "9765", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nYou've reached Billy Soto's voice mail. Please leave a detailed message at the beep, and I will return your call at my earliest convenience.\nContext: N/A\nOptions: (A) verbal irony (B) onomatopoeia" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message. The answer is B." + } + ] + }, + { + "id": "9770", + "image": "9770\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThere are twice as many ice planets as rocky planets.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that there are two ice planets and four rocky planets. So, there are half as many ice planets as rocky planets. The answer is A." + } + ] + }, + { + "id": "9772", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two bats. Which bat was moving at a lower speed?\nContext: N/A\nOptions: (A) a bat that moved 30miles in 5hours (B) a bat that moved 40miles in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each bat moved and the time it took to move that distance.\nOne bat moved 30 miles in 5 hours.\nThe other bat moved 40 miles in 5 hours.\nNotice that each bat spent the same amount of time moving. The bat that moved 30 miles moved a shorter distance in that time. So, that bat must have moved at a lower speed. The answer is A." + } + ] + }, + { + "id": "9783", + "image": "9783\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Hampshire (B) Georgia (C) Rhode Island (D) Connecticut\n" + }, + { + "from": "gpt", + "value": "The colony is Rhode Island. The answer is C." + } + ] + }, + { + "id": "9784", + "image": "9784\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Southern Ocean (B) the Pacific Ocean (C) the Arctic Ocean (D) the Indian Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is A." + } + ] + }, + { + "id": "9796", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nAndy can ride a motorcycle.\nContext: Hint: Riding a motorcycle well takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. The answer is B." + } + ] + }, + { + "id": "9799", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nDevon is good at knitting hats.\nContext: Hint: People who can knit had to learn how to do it.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is A." + } + ] + }, + { + "id": "9806", + "image": "9806\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: Lionfish can release venom from the spines on their brightly colored bodies. The bright colors serve as a warning sign that the animal is venomous. The 's skin is adapted to ward off predators.\nFigure: lionfish.\nOptions: (A) lichen katydid (B) flamboyant cuttlefish\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the lionfish.\nThe lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the lionfish is venomous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators. The answer is B." + } + ] + }, + { + "id": "9809", + "conversations": [ + { + "from": "human", + "value": "Use the evidence in the text to select the photosynthetic organism.\nContext: N/A\nOptions: (A) Common fig plants are grown around the world for their fruit. The fig plants use carbon dioxide and water to make food. (B) Double-eyed fig parrots live in the forests of Australia and New Guinea. These parrots rely on figs and other plants for food." + }, + { + "from": "gpt", + "value": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Producers don't usually eat other organisms.\nTheir cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.\nTheir chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.\nThey use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live. This organism is photosynthetic:\nThe text tells you that common fig plants use carbon dioxide and water to make food. This is evidence that the common fig is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the double-eyed fig parrot is photosynthetic. The answer is A." + } + ] + }, + { + "id": "9811", + "image": "9811\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Jardines de la Reina National Park ecosystem?\nContext: Figure: Jardines de la Reina National Park.\nJardines de la Reina National Park is a tropical coral reef ecosystem near the southern coast of Cuba.\nOptions: (A) It has bright sunlight. It also has shallow water. (B) It has water with not much salt. It also has only a few types of organisms.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, Jardines de la Reina National Park has bright sunlight. It also has shallow water. The answer is A." + } + ] + }, + { + "id": "9814", + "image": "9814\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample B (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "9823", + "image": "9823\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring that have horns to offspring that do not have horns? Choose the most likely ratio.\nContext: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).\nThis Punnett square shows a cross between two cows.\nOptions: (A) 3:1 (B) 2:2 (C) 1:3 (D) 4:0 (E) 0:4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring that do or do not have horns, consider whether each phenotype is the dominant or recessive allele's version of the horns trait. The question tells you that the h allele, which is for having horns, is recessive to the H allele, which is for not having horns.\nHaving horns is the recessive allele's version of the horns trait. A cow with the recessive version of the horns trait must have only recessive alleles for the horns gene. So, offspring that have horns must have the genotype hh.\nThere are 0 boxes in the Punnett square with the genotype hh.\nNot having horns is the dominant allele's version of the horns trait. A cow with the dominant version of the horns trait must have at least one dominant allele for the horns gene. So, offspring that do not have horns must have the genotype HH or Hh.\nAll 4 boxes in the Punnett square have the genotype HH or Hh.\nSo, the expected ratio of offspring that have horns to offspring that do not have horns is 0:4. This means that, based on the Punnett square, this cross will never produce offspring that have horns. Instead, this cross is expected to always produce offspring that do not have horns. The answer is E." + } + ] + }, + { + "id": "9834", + "image": "9834\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe volume of Uranus is less than ten times the volume of Neptune.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Neptune.\nThen compare the result to the volume of Uranus. The volume of Uranus is 6.83 x 10^13 km^3, which is less than 6.25 x 10^14 km^3. So, the volume of Uranus is less than ten times the volume of Neptune. The answer is B." + } + ] + }, + { + "id": "9840", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a play?\nContext: N/A\nOptions: (A) ***Sale or Return*** (B) \"Sale or Return\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\" A play should be in italics.\nThe correct title is **Sale or Return**. The answer is A." + } + ] + }, + { + "id": "9846", + "image": "9846\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nIodine is ().\nContext: The model below represents a molecule of iodine. Iodine is found in some types of disinfectants.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. Count the number of chemical elements represented in the model. Then, decide if iodine is an elementary substance or a compound.\nIn this model, both balls are labeled with I. So, the model shows you that iodine is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, iodine is an elementary substance. The answer is A." + } + ] + }, + { + "id": "9855", + "image": "9855\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Dakota?\nContext: N/A\nOptions: (A) Pierre (B) Rapid City (C) Indianapolis (D) Sacramento\n" + }, + { + "from": "gpt", + "value": "Pierre is the capital of South Dakota. The answer is A." + } + ] + }, + { + "id": "9866", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Jerry acquired this trait?\nContext: Read the description of a trait.\nJerry is good at identifying fish.\nOptions: (A) Jerry was not born knowing how to identify different fish. He had to learn this skill. (B) Jerry has two pet fish. The fish live in a fish tank together." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "9872", + "image": "9872\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the arrows, which of the following living things is an omnivore?\nContext: Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.\nA food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.\nOptions: (A) phytoplankton (B) plainfin midshipman\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web. Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is a producer, not an omnivore.\nThe plainfin midshipman has an arrow pointing to it from the phytoplankton, which is a producer. The plainfin midshipman also has an arrow pointing to it from the zooplankton, which is a consumer. The plainfin midshipman eats a producer and a consumer, so it is an omnivore. The answer is B." + } + ] + }, + { + "id": "9874", + "image": "9874\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe volume of Mars is more than three times as large as Mercury's.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of three times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's. The answer is A." + } + ] + }, + { + "id": "9883", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the whale's mass did not change.\nThe gravitational potential energy stored between the whale and Earth () as the whale swam toward the surface.\nContext: Read the text about an animal in motion.\nA whale was swimming deep in the ocean. After a few minutes, the whale swam to the surface of the water to breathe.\nOptions: (A) increased (B) stayed the same (C) decreased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the whale and the center of Earth changed.\nThe surface of the water is higher than the point where the whale was swimming deep in the ocean. As the whale swam toward the surface, the distance between the whale and the center of Earth increased. So, the gravitational potential energy stored between the whale and Earth increased as the whale swam toward the surface. The answer is A." + } + ] + }, + { + "id": "9884", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a rock.\nContext: N/A\nOptions: (A) Conglomerate is not made by living things. It is formed in nature. (B) An eggshell is made by a living thing. It is a solid. (C) Pumice is not a pure substance. It is not made by living things." + }, + { + "from": "gpt", + "value": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nConglomerate is a rock.\nAn eggshell is made by a living thing. But rocks are not made by living things.\nSo, an eggshell is not a rock.\nPumice is a rock. The answer is B." + } + ] + }, + { + "id": "9885", + "image": "9885\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nebraska?\nContext: N/A\nOptions: (A) Lincoln (B) Omaha (C) Savannah (D) Indianapolis\n" + }, + { + "from": "gpt", + "value": "Lincoln is the capital of Nebraska. The answer is A." + } + ] + }, + { + "id": "9888", + "conversations": [ + { + "from": "human", + "value": "How long does it take to do ten jumping jacks?\nContext: Select the better estimate.\nOptions: (A) 26 seconds (B) 26 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to do ten jumping jacks is 26 seconds.\n26 minutes is too slow. The answer is A." + } + ] + }, + { + "id": "9891", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word ironic in its traditional sense?\nContext: N/A\nOptions: (A) Last winter, Levi took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week. (B) Last winter, Levi took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Levi tried to get away from the snow but found himself in a snowstorm regardless.\nLast winter, Levi took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.\nThe second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Levi's friends were in Florida the week before.\nLast winter, Levi took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.\nMost style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect. The answer is B." + } + ] + }, + { + "id": "9898", + "image": "9898\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Pennsylvania?\nContext: N/A\nOptions: (A) Pittsburgh (B) Philadelphia (C) Phoenix (D) Harrisburg\n" + }, + { + "from": "gpt", + "value": "Harrisburg is the capital of Pennsylvania. The answer is D." + } + ] + }, + { + "id": "9902", + "conversations": [ + { + "from": "human", + "value": "Which is a sentence fragment?\nContext: N/A\nOptions: (A) Our car was stuck in traffic we were late. (B) A strong, bold girl." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. A strong, bold girl is a sentence fragment. It is missing a verb. The answer is B." + } + ] + }, + { + "id": "9906", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nLee lives in a town with hot summers and freezing cold winters.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nLee lives in a town with hot summers and freezing cold winters.\nThis passage tells you about the usual temperatures where Lee lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "9913", + "image": "9913\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Kelsey's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nKelsey prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Kelsey soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Kelsey scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.\nOptions: (A) Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water? (B) Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "9915", + "conversations": [ + { + "from": "human", + "value": "Select the mixture.\nContext: N/A\nOptions: (A) cereal (B) carbon" + }, + { + "from": "gpt", + "value": "A pure substance is made of only one type of matter.\nA mixture is made of two or more types of matter mixed together. The answer is A." + } + ] + }, + { + "id": "9923", + "image": "9923\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "9931", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nI tell Jayla my opinions about her music.\nContext: N/A\nOptions: (A) past tense (B) present tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, tell. The verb tells you about something that is true or happening now. The answer is B." + } + ] + }, + { + "id": "9942", + "image": "9942\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alaska?\nContext: N/A\nOptions: (A) Fairbanks (B) Juneau (C) Tucson (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Juneau is the capital of Alaska. The answer is B." + } + ] + }, + { + "id": "9943", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nvelvet - vote\nContext: N/A\nOptions: (A) victory (B) vase" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince victory is between the guide words velvet - vote, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "9946", + "image": "9946\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) soft (B) flexible (C) slippery\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. All three objects are slippery.\nA flexible object can be folded or bent without breaking easily. The wet ice cube is not flexible.\nA soft object changes shape when pressed or squeezed. The butter is soft, but the wet ice cube is not.\nThe property that all three objects have in common is slippery. The answer is C." + } + ] + }, + { + "id": "9948", + "image": "9948\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "9953", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\n\"Bryan's personality is very Jekyll and Hyde,\" Marie told her brother.\nContext: N/A\nOptions: (A) literature (B) a song" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel. The answer is A." + } + ] + }, + { + "id": "9960", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a play?\nContext: N/A\nOptions: (A) Alice in Space (B) alice in Space" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.\nThe correct title is Alice in Space. The answer is A." + } + ] + }, + { + "id": "9974", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nTo err is human, to forgive, divine.\n\u2014Alexander Pope, An Essay on Criticism\nContext: N/A\nOptions: (A) apostrophe (B) antithesis" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.\nPope contrasts two ideas, erring and forgiving. The answer is B." + } + ] + }, + { + "id": "9977", + "image": "9977\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) bendable (B) bouncy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The tin foil is not bouncy.\nA bendable object can be bent without breaking. The tin foil is bendable. The answer is A." + } + ] + }, + { + "id": "9984", + "image": "9984\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nHalf of the planets are made mainly of gas or ice.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice. The answer is A." + } + ] + }, + { + "id": "9993", + "conversations": [ + { + "from": "human", + "value": "Which is more flexible?\nContext: N/A\nOptions: (A) rock wall (B) clay ball" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Flexible is a property. A flexible material can be bent without breaking easily.\nLook at each picture, one at a time. Imagine bending the material shown in each picture.\nOf the choices, the clay ball is more flexible. If you squeeze a ball of wet clay, it will not break easily. The answer is B." + } + ] + }, + { + "id": "10001", + "image": "10001\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "10015", + "image": "10015\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is these jeans made of?\nContext: N/A\nOptions: (A) metal (B) rock\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the jeans.\nThe jeans are made of two different materials. The buttons and zipper of the jeans are made of metal. The rest of the jeans are made of cotton.\nJeans are made of a type of cotton fabric called denim. Denim is a fabric woven in a special way. The answer is A." + } + ] + }, + { + "id": "10017", + "image": "10017\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month is the hottest on average in Adelaide?\nContext: Use the graph to answer the question below.\nOptions: (A) June, July, and August (B) April and May (C) January and February\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. To describe the average temperature trends in Adelaide, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are just above 20\u00b0C. These months have the highest average temperatures of all of the months. So, they are hotter than the other months. The answer is C." + } + ] + }, + { + "id": "10020", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a song?\nContext: N/A\nOptions: (A) \"Do Your Ears Hang Low?\" (B) Do Your Ears Hang Low?" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\" A song should be in quotation marks.\nThe correct title is \"Do Your Ears Hang Low?\" The answer is A." + } + ] + }, + { + "id": "10028", + "conversations": [ + { + "from": "human", + "value": "Complete the sentences.\nAccording to the Tenth Amendment, the Constitution lists all of the powers given to the United States government. Any power not listed in the Constitution belongs to either the state governments or ().\nContext: N/A\nOptions: (A) the American people (B) the king or queen of Great Britain (C) private businesses (D) the military" + }, + { + "from": "gpt", + "value": "According to the Tenth Amendment, the Constitution lists all of the powers given to the United States government. Any power not listed in the Constitution belongs to either the state governments or the American people. The full text of the Tenth Amendment is below. The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. The answer is A." + } + ] + }, + { + "id": "10037", + "conversations": [ + { + "from": "human", + "value": "How long is a sunflower seed?\nContext: Select the best estimate.\nOptions: (A) 12 millimeters (B) 12 meters (C) 12 centimeters (D) 12 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a sunflower seed is 12 millimeters.\n12 centimeters, 12 meters, and 12 kilometers are all too long. The answer is A." + } + ] + }, + { + "id": "10046", + "image": "10046\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Kevin and Lily trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKevin and Lily open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Kevin wanted broccoli in his lunch and Lily was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Lily can trade her broccoli for Kevin's oranges. (B) Kevin can trade his tomatoes for Lily's sandwich. (C) Kevin can trade his tomatoes for Lily's broccoli. (D) Lily can trade her almonds for Kevin's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Kevin wanted broccoli in his lunch and Lily was hoping for tomatoes. Look at the labeled part of the images.\nKevin has tomatoes. Lily has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C." + } + ] + }, + { + "id": "10053", + "image": "10053\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.\nOptions: (A) each battery . . . the surroundings (B) the surroundings . . . each battery\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. The answer is A." + } + ] + }, + { + "id": "10056", + "image": "10056\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following is on the map?\nContext: Read the passage. Then answer the question.\nThis is a map of Earth. The map uses color to show parts of Earth that are covered by land and water. The map uses white to show large sheets of ice and snow called glaciers.\nThe map's legend, or information box, shows the feature that each color represents.\nOptions: (A) water in clouds (B) water in rivers and lakes\n" + }, + { + "from": "gpt", + "value": "The map uses blue to show liquid water in rivers, lakes, and oceans. It uses white to show water that is frozen in glaciers.\nThe map shows only water that is on the surface of Earth. It does not show water that is underground or in clouds. Other maps might use different colors to show water that is underground or in clouds. The answer is B." + } + ] + }, + { + "id": "10058", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nLeo picked up his pace on the trail as his spidey sense began to tingle.\nContext: N/A\nOptions: (A) a comic book (B) a song" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion spidey sense is a comic book.\nThe comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.\nThe allusion spidey sense means a sense of danger coming. The answer is A." + } + ] + }, + { + "id": "10065", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nBernard once fell asleep with the window open and woke up with a horrible migraine. Since then, he's always made sure to close his window before going to sleep.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) false causation: the assumption that because two things happened together, one caused the other (C) straw man: a misrepresentation of an opponent's position that makes it easier to argue against" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that an open window caused Bernard's migraine. However, that's not necessarily true. For instance, the migraine might have occurred for no particular reason while the window happened to be open. This illustrates a type of logical fallacy known as false causation. The answer is B." + } + ] + }, + { + "id": "10068", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nscream - slide\nContext: N/A\nOptions: (A) suitcase (B) shallow" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince shallow is between the guide words scream - slide, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "10071", + "image": "10071\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nOf the four largest planets, three are made mainly of gas.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas. The answer is A." + } + ] + }, + { + "id": "10074", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nPamela knows how to type.\nContext: Hint: Typing takes practice.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait. The answer is A." + } + ] + }, + { + "id": "10090", + "image": "10090\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with a reddish-brown coat to offspring with a black coat? Choose the most likely ratio.\nContext: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l).\nThis Punnett square shows a cross between two horses.\nOptions: (A) 1:3 (B) 4:0 (C) 3:1 (D) 0:4 (E) 2:2\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a reddish-brown coat or a black coat, consider whether each phenotype is the dominant or recessive allele's version of the coat color trait. The question tells you that the L allele, which is for a black coat, is dominant over the l allele, which is for a reddish-brown coat.\nA reddish-brown coat is the recessive allele's version of the coat color trait. A horse with the recessive version of the coat color trait must have only recessive alleles for the coat color gene. So, offspring with a reddish-brown coat must have the genotype ll.\nThere are 2 boxes in the Punnett square with the genotype ll. These boxes are highlighted below.\nA black coat is the dominant allele's version of the coat color trait. A horse with the dominant version of the coat color trait must have at least one dominant allele for the coat color gene. So, offspring with a black coat must have the genotype LL or Ll.\nThere are 2 boxes in the Punnett square with the genotype LL or Ll. These boxes are highlighted below.\nSo, the expected ratio of offspring with a reddish-brown coat to offspring with a black coat is 2:2. This means that, on average, this cross will produce 2 offspring with a reddish-brown coat for every 2 offspring with a black coat. The answer is E." + } + ] + }, + { + "id": "10091", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nDo you know if it's possible to make seawater safe for drinking?\nContext: N/A\nOptions: (A) interrogative (B) imperative (C) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is A." + } + ] + }, + { + "id": "10094", + "image": "10094\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted for flight?\nContext: s fly high above the ground in search of food. The vulture has wings instead of arms. It is adapted for flight.\nFigure: Cape vulture.\nOptions: (A) flying fox (B) European mole\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the Cape vulture.\nThe Cape vulture has large, powerful wings. It is adapted for flight. Long, powerful wings help the Cape vulture travel long distances by air.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe flying fox has large, powerful wings. It is adapted for flight.\nThe European mole has short legs. It is not adapted for flight. The European mole uses its legs for crawling. The answer is A." + } + ] + }, + { + "id": "10097", + "conversations": [ + { + "from": "human", + "value": "How long is a caterpillar?\nContext: Select the best estimate.\nOptions: (A) 21 meters (B) 21 centimeters (C) 21 millimeters (D) 21 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a caterpillar is 21 millimeters.\n21 centimeters, 21 meters, and 21 kilometers are all too long. The answer is C." + } + ] + }, + { + "id": "10099", + "image": "10099\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Indian Ocean (B) the Southern Ocean (C) the Pacific Ocean (D) the Arctic Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Arctic Ocean. The answer is D." + } + ] + }, + { + "id": "10101", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Cleaned the cabin for Mrs. Copeland's family. (B) Zoe rode downhill on her bicycle she held onto the handles." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Zoe rode downhill on her bicycle she held onto the handles is a run-on sentence. It has two sentences that are joined without end punctuation: Zoe rode downhill on her bicycle and She held onto the handles. The answer is B." + } + ] + }, + { + "id": "10103", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbaking a loaf of bread\nmelting glass\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by cooling. (C) Both are caused by heating. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking a loaf of bread is a chemical change. The type of matter in the dough changes when it is baked. The dough turns into bread!\nMelting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nMelting glass is a physical change. But baking bread is not.\nBoth are chemical changes.\nBaking bread is a chemical change. But melting glass is not.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "10114", + "conversations": [ + { + "from": "human", + "value": "Select the temperature shown by this thermometer.\nContext: N/A\nOptions: (A) 25\u00b0C (B) 50\u00b0C (C) 15\u00b0C" + }, + { + "from": "gpt", + "value": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Celsius (\u00b0C). Celsius is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30\u00b0C. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 25. So, the temperature is 25\u00b0C. The answer is A." + } + ] + }, + { + "id": "10115", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) When Molly and her sister flew to Hawaii last month, the airline lost her baggage. (B) The airline lost Molly's baggage when she flew to Hawaii with her sister last month." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun her could refer to Molly's or her sister's.\nWhen Molly and her sister flew to Hawaii last month, the airline lost her baggage.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nThe airline lost Molly's baggage when she flew to Hawaii with her sister last month. The answer is A." + } + ] + }, + { + "id": "10124", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Eva and her husband met Amy for lunch at a small caf\u00e9 around the block from her office. (B) Eva and her husband met Amy for lunch at a small caf\u00e9 around the block from Amy's office." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun her could refer to Eva or Amy.\nThe second answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Amy's.\nEva and her husband met Amy for lunch at a small caf\u00e9 around the block from Amy's office. The answer is A." + } + ] + }, + { + "id": "10128", + "image": "10128\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Pamela and Kimi's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPamela and Kimi were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if the concrete from each batch took the same amount of time to dry (B) if a new batch of concrete was firm enough to use\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "10130", + "image": "10130\\image.png", + "conversations": [ + { + "from": "human", + "value": "Can Leopardus wiedii cells make their own food?\nContext: This organism is Leopardus wiedii. It is a member of the animal kingdom.\nLeopardus wiedii is commonly called a margay. Margays live in the forest in Central and South America. Margays are nocturnal. A nocturnal animal sleeps most of the day and is awake at night.\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Leopardus wiedii is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms. The answer is A." + } + ] + }, + { + "id": "10132", + "image": "10132\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Colin lit the charcoal in his grill to cook two identical salmon. He put one fish on the left half of the grill and one fish on the right half of the grill. This table shows how the temperature of each salmon changed over 6minutes.\nOptions: (A) the surroundings . . . each salmon (B) each salmon . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon. The answer is A." + } + ] + }, + { + "id": "10140", + "conversations": [ + { + "from": "human", + "value": "How long is an eyelash?\nContext: Select the best estimate.\nOptions: (A) 8 kilometers (B) 8 meters (C) 8 centimeters (D) 8 millimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of an eyelash is 8 millimeters.\n8 centimeters, 8 meters, and 8 kilometers are all too long. The answer is D." + } + ] + }, + { + "id": "10141", + "image": "10141\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with sweet fruit to offspring with sour fruit? Choose the most likely ratio.\nContext: In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele for sour fruit (F) is dominant over the allele for sweet fruit (f).\nThis Punnett square shows a cross between two muskmelon plants.\nOptions: (A) 4:0 (B) 0:4 (C) 3:1 (D) 2:2 (E) 1:3\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with sweet fruit or sour fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit taste trait. The question tells you that the F allele, which is for sour fruit, is dominant over the f allele, which is for sweet fruit.\nSweet fruit is the recessive allele's version of the fruit taste trait. A muskmelon plant with the recessive version of the fruit taste trait must have only recessive alleles for the fruit taste gene. So, offspring with sweet fruit must have the genotype ff.\nThere are 2 boxes in the Punnett square with the genotype ff. These boxes are highlighted below.\nSour fruit is the dominant allele's version of the fruit taste trait. A muskmelon plant with the dominant version of the fruit taste trait must have at least one dominant allele for the fruit taste gene. So, offspring with sour fruit must have the genotype FF or Ff.\nThere are 2 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.\nSo, the expected ratio of offspring with sweet fruit to offspring with sour fruit is 2:2. This means that, on average, this cross will produce 2 offspring with sweet fruit for every 2 offspring with sour fruit. The answer is D." + } + ] + }, + { + "id": "10149", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nJuan's remark about your new car is clearly a case of sour grapes.\nContext: N/A\nOptions: (A) Greek mythology (B) a fable" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion sour grapes is a fable.\nIn the fable \"The Fox and the Grapes,\" a fox tries unsuccessfully to reach a bunch of grapes. Because he cannot reach them and therefore cannot eat them, he tells himself that they must be sour.\nThe allusion sour grapes means criticizing something because you can't have it. The answer is B." + } + ] + }, + { + "id": "10155", + "conversations": [ + { + "from": "human", + "value": "Select the elementary substance.\nContext: N/A\nOptions: (A) methane (CH4) (B) water (H2O) (C) zinc (Zn)" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for water contains two symbols: H for hydrogen and O for oxygen. So, water is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, water is a compound, not an elementary substance. The chemical formula for zinc contains one symbol: Zn. So, zinc is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, zinc is an elementary substance. The chemical formula for methane contains two symbols: C for carbon and H for hydrogen. So, methane is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, methane is a compound, not an elementary substance. The answer is C." + } + ] + }, + { + "id": "10159", + "image": "10159\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Montana?\nContext: N/A\nOptions: (A) Cheyenne (B) Helena (C) Billings (D) Missoula\n" + }, + { + "from": "gpt", + "value": "Helena is the capital of Montana. The answer is B." + } + ] + }, + { + "id": "10164", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMrs. Crosby decided not to argue with the name her daughter had chosen for their new kitten, figuring it was a matter of a rose by any other name.\nContext: N/A\nOptions: (A) U.S. history (B) Shakespeare" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant. The answer is B." + } + ] + }, + { + "id": "10185", + "image": "10185\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Kansas?\nContext: N/A\nOptions: (A) Jefferson City (B) Topeka (C) Reno (D) Lansing\n" + }, + { + "from": "gpt", + "value": "Topeka is the capital of Kansas. The answer is B." + } + ] + }, + { + "id": "10188", + "image": "10188\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Marshall Islands (B) New Zealand (C) Australia (D) Papua New Guinea\n" + }, + { + "from": "gpt", + "value": "This country is New Zealand. The answer is B." + } + ] + }, + { + "id": "10210", + "conversations": [ + { + "from": "human", + "value": "How long does it take to drink a small glass of water?\nContext: Select the better estimate.\nOptions: (A) 40 seconds (B) 40 hours" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to drink a small glass of water is 40 seconds.\n40 hours is too slow. The answer is A." + } + ] + }, + { + "id": "10220", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nRight after Marvin moved into the apartment, our washing machine broke. He'd better tell us how he broke it.\nContext: N/A\nOptions: (A) false causation: the assumption that because two things happened together, one caused the other (B) hasty generalization: a very broad claim based on very little evidence" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Marvin is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Marvin moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation. The answer is A." + } + ] + }, + { + "id": "10225", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nKevin lives in a city that is often covered by thick stratus clouds.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nKevin lives in a city that is often covered by thick stratus clouds.\nThis passage tells you about the usual clouds where Kevin lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "10238", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Gabby acquired this trait?\nContext: Read the description of a trait.\nGabby is good at identifying birds from their calls.\nOptions: (A) Gabby was not born knowing how to identify different bird calls. She had to learn this skill. (B) Gabby likes to photograph birds at the zoo." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "10240", + "image": "10240\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Arctic Ocean (B) the Atlantic Ocean (C) the Indian Ocean (D) the Southern Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Arctic Ocean. The answer is A." + } + ] + }, + { + "id": "10244", + "image": "10244\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Sebastian's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nSebastian was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Sebastian put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.\nOptions: (A) how steady a parachute with a 1 m vent was at 200 km per hour (B) whether a parachute with a 1 m vent would swing too much at 400 km per hour (C) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "10245", + "conversations": [ + { + "from": "human", + "value": "Would you find the word pour on a dictionary page with the following guide words?\npatience - pulley\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince pour is between the guide words patience - pulley, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "10246", + "image": "10246\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the air inside a basketball a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a liquid (B) a solid (C) a gas\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air inside a basketball is a gas. A gas expands to fill a space.\nThe air fills all the space inside the basketball. If air leaks out, it will expand into the space around the ball. The answer is C." + } + ] + }, + { + "id": "10247", + "image": "10247\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Mississippi?\nContext: N/A\nOptions: (A) Birmingham (B) Saint Paul (C) Biloxi (D) Jackson\n" + }, + { + "from": "gpt", + "value": "Jackson is the capital of Mississippi. The answer is D." + } + ] + }, + { + "id": "10248", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) flower pot (B) computer (C) raspberry bush (D) airplane" + }, + { + "from": "gpt", + "value": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. An airplane is not a living thing.\nAn airplane does not have all the traits of a living thing. It needs energy to fly, but it does not eat food. Airplanes get energy from gasoline or other fuel. They do not grow.\nA raspberry bush is a living thing.\nRaspberry bushes grow and respond to their environment. They need food and water. Raspberry bushes are made up of many cells.\nRaspberry bushes are plants. They make their own food using water, carbon dioxide, and energy from sunlight.\nA computer is not a living thing.\nA computer does not have all the traits of a living thing. It does many useful things, and even responds to the world around it. But it does not grow. It does not need food or water.\nA flower pot is not a living thing.\nFlower pots do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water. The answer is C." + } + ] + }, + { + "id": "10250", + "image": "10250\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Barbara's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBarbara prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Barbara soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Barbara scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.\nOptions: (A) Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes? (B) Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "10254", + "image": "10254\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "10256", + "image": "10256\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is B." + } + ] + }, + { + "id": "10257", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a test tube?\nContext: Select the better estimate.\nOptions: (A) 11 milliliters (B) 11 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a test tube is 11 milliliters.\n11 liters is too much. The answer is A." + } + ] + }, + { + "id": "10264", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Insomnia is a sleep disorder in which people have difficulty falling asleep and staying asleep. (B) People who have a sleep disorder called insomnia sometimes can't fall asleep or stay asleep." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses a contraction (can't).\nThe first sentence does not use a contraction, so it is more formal. The answer is A." + } + ] + }, + { + "id": "10266", + "image": "10266\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Massachusetts (B) Maryland (C) North Carolina (D) New Hampshire\n" + }, + { + "from": "gpt", + "value": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is D." + } + ] + }, + { + "id": "10268", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Tara investigate with an experiment?\nContext: Tara leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:\none bar of milk chocolate\none bar of dark chocolate\na stove\na pot\nOptions: (A) Does dark chocolate or white chocolate melt faster when heated on the stove? (B) Does milk chocolate melt faster when heated in a microwave or on a stove? (C) Does milk chocolate or dark chocolate melt faster when heated on the stove?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "10271", + "image": "10271\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these continents does the prime meridian intersect?\nContext: N/A\nOptions: (A) Europe (B) Australia (C) North America\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Europe. It does not intersect North America or Australia. The answer is A." + } + ] + }, + { + "id": "10279", + "image": "10279\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Mount Rainier National Park ecosystem?\nContext: Figure: Mount Rainier National Park.\nMount Rainier National Park is a taiga ecosystem in Washington State.\nOptions: (A) It has long, cold winters. It also has many evergreen trees. (B) It has short, cool summers. It also has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Mount Rainier National Park has long, cold winters. It also has many evergreen trees. The answer is A." + } + ] + }, + { + "id": "10280", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Mr. Carter, (B) Dear mr. carter," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Mr. Carter is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "10283", + "image": "10283\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "10286", + "image": "10286\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's scientific name?\nContext: This organism is Buteo jamaicensis. It is also called a red-tailed hawk.\nOptions: (A) red-tailed hawk (B) Buteo jamaicensis\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Buteo jamaicensis is written in italics. The first word is capitalized, and the second word is not.\nSo, Buteo jamaicensis is the scientific name. The answer is B." + } + ] + }, + { + "id": "10292", + "conversations": [ + { + "from": "human", + "value": "How long is a human front tooth?\nContext: Select the best estimate.\nOptions: (A) 11 kilometers (B) 11 meters (C) 11 millimeters (D) 11 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a human front tooth is 11 millimeters.\n11 centimeters, 11 meters, and 11 kilometers are all too long. The answer is C." + } + ] + }, + { + "id": "10294", + "conversations": [ + { + "from": "human", + "value": "Which is a complex sentence?\nContext: N/A\nOptions: (A) Letters and packages were sent to the mail room from a chute on the fourth floor. (B) After Shelby returned from the Gal\u00e1pagos Islands, she showed Emmett and Justine pictures of all the exotic animals." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction after.\nAfter Shelby returned from the Gal\u00e1pagos Islands, she showed Emmett and Justine pictures of all the exotic animals. The answer is B." + } + ] + }, + { + "id": "10300", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nravenous - rise\nContext: N/A\nOptions: (A) reform (B) rudder" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince reform is between the guide words ravenous - rise, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "10306", + "conversations": [ + { + "from": "human", + "value": "Is carrying groceries a good or a service?\nContext: N/A\nOptions: (A) a good (B) a service" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether carrying groceries is a good or a service, ask these questions:\nIs carrying groceries something you can touch? No.\nIs carrying groceries a job you might pay someone else to do? Yes.\nSo, carrying groceries is a service. The answer is B." + } + ] + }, + { + "id": "10307", + "image": "10307\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) South America (B) North America (C) Asia (D) Antarctica\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C." + } + ] + }, + { + "id": "10314", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) Herman seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites. (B) Herman subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses factoid in its traditional sense: something made up presented as a true fact.\nHerman seemed to know a lot about African wildlife, but it turned out that his knowledge was mostly based on factoids gleaned from unreliable websites.\nThe first text uses factoid in its nontraditional sense: a trivial but true fact.\nHerman subscribed to an online newsletter about African wildlife; he enjoyed receiving daily factoids about the wild animals' natural habitats and behavior.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "10318", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nDarnel has naturally black hair.\nContext: Hint: Some people dye their hair. But this does not change their natural hair color.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Darnel's hair color is an inherited trait. The answer is A." + } + ] + }, + { + "id": "10319", + "image": "10319\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Nepal.\nA group of climbers were happy about the warm temperatures during their hike last Thursday. They were hiking in Nepal, which is home to Mount Everest.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nA group of climbers were happy about the warm temperatures during their hike last Thursday. They were hiking in Nepal, which is home to Mount Everest.\nThe underlined part of the passage tells you about the temperature in Nepal last Thursday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "10322", + "conversations": [ + { + "from": "human", + "value": "Is a clock a good or a service?\nContext: N/A\nOptions: (A) a good (B) a service" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether a clock is a good or a service, ask these questions:\nIs a clock something you can touch? Yes.\nIs a clock a job you might pay someone else to do? No.\nSo, a clock is a good. The answer is A." + } + ] + }, + { + "id": "10324", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) Aquamarine is not made by living things. It is formed in nature. (B) Cotton is made by living things. It is not a pure substance. (C) Biotite is a solid. It is a pure substance." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nAquamarine is a mineral.\nBiotite is a mineral.\nCotton is made by living things. But minerals are not made by living things.\nCotton is not a pure substance. But all minerals are pure substances.\nSo, cotton is not a mineral. The answer is B." + } + ] + }, + { + "id": "10330", + "image": "10330\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Texas?\nContext: N/A\nOptions: (A) Raleigh (B) Montgomery (C) Austin (D) Dallas\n" + }, + { + "from": "gpt", + "value": "Austin is the capital of Texas. The answer is C." + } + ] + }, + { + "id": "10334", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nDid you really vote for Jayce as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million?\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Jayce can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jayce can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association. The answer is B." + } + ] + }, + { + "id": "10335", + "image": "10335\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "10337", + "image": "10337\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is A." + } + ] + }, + { + "id": "10338", + "image": "10338\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) stretchy (B) yellow\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nYellow is a color.\nThis color is yellow. The helium balloons are not yellow.\nA stretchy object gets longer when you pull on it. The helium balloons are stretchy. The answer is A." + } + ] + }, + { + "id": "10344", + "image": "10344\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nNeptune's volume is more than 100 times as large as Earth's.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of 100 times the volume of Earth.\nThen compare the result to the volume of Neptune. The volume of Neptune is 6.25 x 10^13 km^3, which is less than 1.08 x 10^14 km^3. So, Neptune's volume is less than 100 times as large as Earth's. The answer is A." + } + ] + }, + { + "id": "10345", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMayor Hoffman wants to create more bicycle lanes in Norwood. Why is he forcing us to give up our cars and bike everywhere?\nContext: N/A\nOptions: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that creating more bike lanes means that Mayor Hoffman thinks that everyone should ride bicycles instead of cars. However, the fact that Mayor Hoffman wants more bike lanes doesn't necessarily suggest that the mayor is opposed to other forms of transportation. This illustrates a type of logical fallacy known as a straw man. The answer is A." + } + ] + }, + { + "id": "10352", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nsnails growing shells\nphotosynthesis\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are chemical changes. (C) Both are only physical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nSnails growing shells is a chemical change. A snail's body uses calcium from its food to make a new molecule called calcium carbonate. This calcium carbonate is used to grow the shell.\nPhotosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "10356", + "image": "10356\\image.png", + "conversations": [ + { + "from": "human", + "value": "Why are deserts so dry?\nContext: Read the passage about deserts.\nDeserts are places that get very little rain. In fact, deserts are the driest places on the planet. In some deserts, it doesn't rain a drop for months or even years. One desert in the country of Chile didn't get any rain for fourteen years!\nMany people think that all deserts are hot and sandy. But there are cold deserts, too. The world's largest desert, Antarctica, is covered with ice. Antarctica is the coldest place on Earth!\nOptions: (A) The sand soaks up all the rain. (B) They don't get very much rain.\n" + }, + { + "from": "gpt", + "value": "Look at the passage. It tells you why deserts are so dry.\nDeserts are places that get very little rain. In fact, deserts are the driest places on the planet. In some deserts, it doesn't rain a drop for months or even years. One desert in the country of Chile didn't get any rain for fourteen years! The answer is B." + } + ] + }, + { + "id": "10365", + "conversations": [ + { + "from": "human", + "value": "Which press release is more formal?\nContext: N/A\nOptions: (A) On November 19, the Campbell Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon. (B) On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.). The answer is A." + } + ] + }, + { + "id": "10374", + "image": "10374\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) Antarctica (C) North America (D) South America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is C." + } + ] + }, + { + "id": "10380", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe soul is born old but grows young. That is the comedy of life. And the body is born young and grows old. That is life's tragedy.\n\u2014Oscar Wilde, A Woman of No Importance\nContext: N/A\nOptions: (A) chiasmus (B) apostrophe" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.\nThe third sentence reverses the order of the words old and young relative to the first sentence. The answer is A." + } + ] + }, + { + "id": "10385", + "conversations": [ + { + "from": "human", + "value": "Vijay starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Vijay need to pull with a larger force?\nContext: Vijay gives two friends a ride in his wagon. One friend sits in the wagon at a time.\nOptions: (A) a friend who weighs 21 pounds (B) a friend who weighs 28 pounds" + }, + { + "from": "gpt", + "value": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the friend who is heavier.\nA friend who weighs 28 pounds is heavier than a friend who weighs 21 pounds. So, to move the wagon at the same speed each time, Vijay needs to use a larger force to start moving the wagon with a friend who weighs 28 pounds. The answer is B." + } + ] + }, + { + "id": "10391", + "image": "10391\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this pool toy made of?\nContext: N/A\nOptions: (A) plastic (B) wool\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the pool toy.\nThe pool toy is made of plastic.\nMany pool toys are filled with air. The air inside the toy helps it float in water. Other pool toys are made of styrofoam. Styrofoam floats, even when it is not filled with air. The answer is A." + } + ] + }, + { + "id": "10399", + "image": "10399\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the red-billed gull.\nContext: This organism is a red-billed gull. Its scientific name is Chroicocephalus scopulinus.\nOptions: (A) Haliaeetus leucocephalus (B) Chroicocephalus ridibundus (C) Chroicocephalus scopulinus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A red-billed gull's scientific name is Chroicocephalus scopulinus.\nChroicocephalus scopulinus has the same scientific name as a red-billed gull. So, these organisms are in the same species.\nHaliaeetus leucocephalus does not have the same scientific name as a red-billed gull. So, Chroicocephalus scopulinus and Haliaeetus leucocephalus are not in the same species.\nChroicocephalus scopulinus is in the same genus as Chroicocephalus ridibundus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Chroicocephalus scopulinus and Chroicocephalus ridibundus are different species within the same genus. The answer is C." + } + ] + }, + { + "id": "10406", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nCaleb described the situation he was facing with his boss as a catch-22.\nContext: N/A\nOptions: (A) literature (B) a poem" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion catch-22 is literature.\nJoseph Heller coined the term \"catch-22\" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.\nThe allusion catch-22 means a no-win situation. The answer is A." + } + ] + }, + { + "id": "10407", + "image": "10407\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Rhode Island?\nContext: N/A\nOptions: (A) Annapolis (B) Newport (C) Providence (D) Boston\n" + }, + { + "from": "gpt", + "value": "Providence is the capital of Rhode Island. The answer is C." + } + ] + }, + { + "id": "10408", + "image": "10408\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Jersey?\nContext: N/A\nOptions: (A) Hartford (B) Newark (C) Trenton (D) Jersey City\n" + }, + { + "from": "gpt", + "value": "Trenton is the capital of New Jersey. The answer is C." + } + ] + }, + { + "id": "10411", + "image": "10411\\image.png", + "conversations": [ + { + "from": "human", + "value": "Can Danio rerio cells make their own food?\nContext: This organism is Danio rerio. It is a member of the animal kingdom.\nDanio rerio is commonly called a zebrafish. Young zebrafish are see-through! Scientists can easily observe their insides. This trait makes zebrafish a useful organism for scientists to study.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Danio rerio is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms. The answer is B." + } + ] + }, + { + "id": "10412", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) \"Strong to the Hoop\" (B) ***Strong to the Hoop***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Strong to the Hoop**. The answer is B." + } + ] + }, + { + "id": "10419", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nAgainst all odds, the () train eventually reached the crest of the hill.\nContext: N/A\nOptions: (A) run-down (B) wheezing" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word wheezing. It describes the train as if it were a person who is out of breath. The answer is B." + } + ] + }, + { + "id": "10420", + "conversations": [ + { + "from": "human", + "value": "Which sentence uses a metaphor?\nContext: N/A\nOptions: (A) Mr. Holland's long legs were sunflower stalks. (B) Mr. Holland's legs were as long as sunflower stalks." + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nMr. Holland's long legs were sunflower stalks.\nThe words legs and sunflower stalks are compared without the word like or as.\nThis sentence uses a simile:\nMr. Holland's legs were as long as sunflower stalks.\nThe words legs and sunflower stalks are compared using the word as. The answer is A." + } + ] + }, + { + "id": "10423", + "image": "10423\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is apple juice a solid or a liquid?\nContext: N/A\nOptions: (A) a solid (B) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. Apple juice is a liquid. A liquid takes the shape of any container it is in.\nIf you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space. The answer is B." + } + ] + }, + { + "id": "10428", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nA tiny creature creeps along the vine.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, creeps. The verb ends in -s and tells you about something that is true or happening now. The answer is C." + } + ] + }, + { + "id": "10434", + "image": "10434\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Mason's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMason was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Mason put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.\nOptions: (A) how steady a parachute with a 1 m vent was at 200 km per hour (B) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour (C) whether a parachute with a 1 m vent would swing too much at 400 km per hour\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "10452", + "image": "10452\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Florida?\nContext: N/A\nOptions: (A) Orlando (B) Baton Rouge (C) Tallahassee (D) Tampa\n" + }, + { + "from": "gpt", + "value": "Tallahassee is the capital of Florida. The answer is C." + } + ] + }, + { + "id": "10454", + "image": "10454\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Illinois?\nContext: N/A\nOptions: (A) Chicago (B) Springfield (C) Topeka (D) Annapolis\n" + }, + { + "from": "gpt", + "value": "Springfield is the capital of Illinois. The answer is B." + } + ] + }, + { + "id": "10456", + "conversations": [ + { + "from": "human", + "value": "Select the reptile.\nContext: N/A\nOptions: (A) green frog (B) olive toad (C) Nile crocodile (D) salmon" + }, + { + "from": "gpt", + "value": "Reptiles have scaly, waterproof skin. Most reptiles live on land. An olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA green frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA salmon is a fish. It lives underwater. It has fins, not limbs.\nUnlike most other fish, salmon can live in both fresh water and salt water.\nA Nile crocodile is a reptile. It has scaly, waterproof skin.\nCrocodiles hunt their prey in or near water. The answer is C." + } + ] + }, + { + "id": "10457", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word nauseous in its traditional sense?\nContext: N/A\nOptions: (A) The odor emanating from the landfill made Wendy so nauseous that she had to roll up the car windows as she drove past. (B) Wendy couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses nauseous in its traditional sense: causing disgust or nausea.\nWendy couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Wendy so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "10463", + "image": "10463\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Delaware (B) South Carolina (C) Pennsylvania (D) New Jersey\n" + }, + { + "from": "gpt", + "value": "The colony is Delaware. The answer is A." + } + ] + }, + { + "id": "10465", + "image": "10465\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Hampshire (B) West Virginia (C) Virginia (D) New York\n" + }, + { + "from": "gpt", + "value": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is A." + } + ] + }, + { + "id": "10476", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nmixing sand and gravel\ncrushing a mineral into powder\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are only physical changes. (C) Both are caused by cooling. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMixing sand and gravel is a physical change. Together, the sand and gravel make a mixture. But making this mixture does not form a different type of matter.\nCrushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "10478", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe Thompson family is going to spend two weeks in Ocean City, but for Darell it will be a working vacation, since he'll be checking in with the office every day.\nContext: N/A\nOptions: (A) oxymoron (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work. The answer is A." + } + ] + }, + { + "id": "10493", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a small candy bar?\nContext: Select the better estimate.\nOptions: (A) 50 kilograms (B) 50 grams" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a small candy bar is 50 grams.\n50 kilograms is too heavy. The answer is B." + } + ] + }, + { + "id": "10496", + "image": "10496\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) smooth (B) blue\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. Both objects are smooth.\nBlue is a color.\nThis color is blue. Neither of the objects are blue.\nThe property that both objects have in common is smooth. The answer is A." + } + ] + }, + { + "id": "10500", + "image": "10500\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Virginia (B) Connecticut (C) New Hampshire (D) Pennsylvania\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is D." + } + ] + }, + { + "id": "10512", + "image": "10512\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Rosa and Alexandra trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRosa and Alexandra open their lunch boxes in the school cafeteria. Neither Rosa nor Alexandra got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nRosa's lunch Alexandra's lunch\nOptions: (A) Rosa can trade her tomatoes for Alexandra's broccoli. (B) Rosa can trade her tomatoes for Alexandra's carrots. (C) Alexandra can trade her almonds for Rosa's tomatoes. (D) Alexandra can trade her broccoli for Rosa's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nRosa wants broccoli. Alexandra wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A." + } + ] + }, + { + "id": "10513", + "image": "10513\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with yellow fruit to offspring with red fruit? Choose the most likely ratio.\nContext: In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele for red fruit (F) is dominant over the allele for yellow fruit (f).\nThis Punnett square shows a cross between two tomato plants.\nOptions: (A) 0:4 (B) 2:2 (C) 1:3 (D) 4:0 (E) 3:1\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with yellow fruit or red fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit color trait. The question tells you that the F allele, which is for red fruit, is dominant over the f allele, which is for yellow fruit.\nYellow fruit is the recessive allele's version of the fruit color trait. A tomato plant with the recessive version of the fruit color trait must have only recessive alleles for the fruit color gene. So, offspring with yellow fruit must have the genotype ff.\nAll 4 boxes in the Punnett square have the genotype ff.\nRed fruit is the dominant allele's version of the fruit color trait. A tomato plant with the dominant version of the fruit color trait must have at least one dominant allele for the fruit color gene. So, offspring with red fruit must have the genotype FF or Ff.\nThere are 0 boxes in the Punnett square with the genotype FF or Ff.\nSo, the expected ratio of offspring with yellow fruit to offspring with red fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with yellow fruit. This cross is expected to never produce offspring with red fruit. The answer is D." + } + ] + }, + { + "id": "10519", + "image": "10519\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.\nOptions: (A) each refrigerator . . . the surroundings (B) the surroundings . . . each refrigerator\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. The answer is B." + } + ] + }, + { + "id": "10521", + "image": "10521\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe volume of Saturn is more than ten times the volume of Uranus.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Uranus.\nThen compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus. The answer is B." + } + ] + }, + { + "id": "10522", + "image": "10522\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nOptions: (A) Solution A (B) neither; their concentrations are the same (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is A." + } + ] + }, + { + "id": "10523", + "image": "10523\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "10528", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nLucy and Carly will plant the seeds.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, plant. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "10536", + "image": "10536\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New York (B) Rhode Island (C) Delaware (D) Virginia\n" + }, + { + "from": "gpt", + "value": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is A." + } + ] + }, + { + "id": "10537", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nnibble - nugget\nContext: N/A\nOptions: (A) narrow (B) nostril" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince nostril is between the guide words nibble - nugget, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "10540", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nIf the government is allowed to start blocking websites, then soon they'll start banning books, and all we'll have to read is propaganda.\nContext: N/A\nOptions: (A) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (B) appeal to nature: the assumption that natural things are always good (C) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that blocking websites will eventually lead to having only propaganda to read. However, this isn't necessarily true. This argument offers only one extreme and unlikely outcome. This illustrates a type of logical fallacy known as the slippery slope fallacy. The answer is A." + } + ] + }, + { + "id": "10545", + "image": "10545\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "10549", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) The eardrum is a part of the ear. (B) Gives the baby a bath." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The eardrum is a part of the ear is a complete sentence. The subject is the eardrum, and the verb is is. The answer is A." + } + ] + }, + { + "id": "10550", + "image": "10550\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month is the wettest on average in Christchurch?\nContext: Use the graph to answer the question below.\nOptions: (A) April (B) December (C) May\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Dec\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average. The answer is C." + } + ] + }, + { + "id": "10554", + "image": "10554\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Kentucky?\nContext: N/A\nOptions: (A) Pierre (B) Lexington (C) Frankfort (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Frankfort is the capital of Kentucky. The answer is C." + } + ] + }, + { + "id": "10555", + "image": "10555\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "10556", + "image": "10556\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Dominican Republic (B) Dominica (C) Trinidad and Tobago (D) Grenada\n" + }, + { + "from": "gpt", + "value": "This country is Trinidad and Tobago. The answer is C." + } + ] + }, + { + "id": "10560", + "image": "10560\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Tara and Rosanne's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nTara and Rosanne were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if the concrete from each batch took the same amount of time to dry (B) if a new batch of concrete was firm enough to use\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "10562", + "image": "10562\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nebraska?\nContext: N/A\nOptions: (A) Providence (B) Saint Paul (C) Lincoln (D) Kansas City\n" + }, + { + "from": "gpt", + "value": "Lincoln is the capital of Nebraska. The answer is C." + } + ] + }, + { + "id": "10563", + "image": "10563\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Sonoran Desert ecosystem?\nContext: Figure: Sonoran Desert.\nThe Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico. This desert is home to wild saguaro cactus, which can grow over 70 feet tall.\nOptions: (A) It has many different types of organisms. (B) It has thick, moist soil. (C) It has only a few types of organisms.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has many different types of organisms. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has thick, moist soil. It has only a few types of organisms. The answer is A." + } + ] + }, + { + "id": "10565", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 200-gram glass of grape juice at a temperature of 15\u00b0C (B) a 200-gram glass of grape juice at a temperature of 5\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two glasses of grape juice have the same mass but different temperatures. Since the 5\u00b0C glass of grape juice is colder than the 15\u00b0C glass of grape juice, it has less thermal energy. The answer is B." + } + ] + }, + { + "id": "10568", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMrs. McKenzie decided not to argue with the name her daughter had chosen for their new kitten, figuring it was a matter of a rose by any other name.\nContext: N/A\nOptions: (A) U.S. history (B) Shakespeare" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant. The answer is B." + } + ] + }, + { + "id": "10569", + "image": "10569\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Australia (B) North America (C) South America (D) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Asia. The answer is D." + } + ] + }, + { + "id": "10576", + "image": "10576\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Tennessee (B) New Mexico (C) Rhode Island (D) Kansas\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Rhode Island is farthest north. The answer is C." + } + ] + }, + { + "id": "10577", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the water in a hot bath?\nContext: Select the better estimate.\nOptions: (A) 40\u00b0F (B) 40\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the water in a hot bath is 40\u00b0C.\n40\u00b0F is too cold. The answer is B." + } + ] + }, + { + "id": "10578", + "conversations": [ + { + "from": "human", + "value": "What does the hyperbole in this text suggest?\nAfter he finished the marathon, Dean collapsed into a chair and declared that he could no longer move a single muscle.\nContext: N/A\nOptions: (A) Dean was very tired and sore. (B) Dean became paralyzed." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode! The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nThe hyperbole could no longer move a single muscle suggests that Dean was very tired and sore. His muscles were not literally incapable of moving. The answer is A." + } + ] + }, + { + "id": "10579", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Precious's phenotype for the fur type trait?\nContext: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for curly fur (f) is recessive to the allele for straight fur (F).\nPrecious is a cat from this group. Precious has the homozygous genotype FF for the fur type gene.\nOptions: (A) straight fur (B) curly fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Precious's genotype for the fur type gene is FF. Precious's genotype of FF has only F allelles. The F allele is for straight fur. So, Precious's phenotype for the fur type trait must be straight fur.\nTo check this answer, consider whether Precious's alleles are dominant or recessive. The allele for curly fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.\nPrecious's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Precious's phenotype for the fur type trait must be straight fur. The answer is A." + } + ] + }, + { + "id": "10580", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe Eighth Amendment prevents the government from using any \"cruel and unusual ()\".\nContext: N/A\nOptions: (A) punishments (B) taxes (C) technologies" + }, + { + "from": "gpt", + "value": "The Eighth Amendment prevents the government from using any \"cruel and unusual punishments.\" What makes a punishment \"cruel or unusual\"? The answer is not clear. The Eighth Amendment doesn't talk about specific punishments. Over time, Americans have changed their views on what is cruel and unusual. For example, the government decided in 2005 that it was cruel to put someone to death for a crime he or she committed before the age of 18. Today, Americans continue to question what is cruel and unusual. In the future, some punishments used today may be outlawed. The text of the Eighth Amendment is below. Does it have rules against anything else? Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. The answer is A." + } + ] + }, + { + "id": "10595", + "image": "10595\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) rough (B) stretchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA stretchy object gets longer when you pull on it. The rock are not stretchy.\nA rough object feels scratchy when you touch it. The rock are rough. The answer is A." + } + ] + }, + { + "id": "10600", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nThe maple leaf, which i Canada's national emblem, has been associated with the country since the 1700s.\nContext: N/A\nOptions: (A) compound-complex (B) compound (C) complex (D) simple" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the relative pronoun which.\nThe maple leaf, which is Canada's national emblem, has been associated with the country since the 1700 s. The answer is C." + } + ] + }, + { + "id": "10601", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMrs. Lowery decided not to argue with the name her daughter had chosen for their new kitten, figuring it was a matter of a rose by any other name.\nContext: N/A\nOptions: (A) Shakespeare (B) U.S. history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion a rose by any other name is Shakespeare.\nIn Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.\nThe allusion a rose by any other name means something so special that what it's called seems unimportant. The answer is A." + } + ] + }, + { + "id": "10602", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nBecause penguins are frightened by humans and difficult to approach, researchers from the University of Strasbourg used remote-controlled rovers outfitted as baby penguins to study their subjects.\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nBecause penguins are frightened by humans and difficult to approach, researchers from the University of Strasbourg used remote-controlled rovers outfitted as baby penguins to study their subjects. The answer is A." + } + ] + }, + { + "id": "10604", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a magazine?\nContext: N/A\nOptions: (A) \"Horse and Rider\" (B) ***Horse and Rider***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A magazine should be in italics.\nThe correct title is **Horse and Rider**. The answer is B." + } + ] + }, + { + "id": "10614", + "image": "10614\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of relationship is formed when an alpheid shrimp shares its burrow with a goby?\nContext: Read the passage. Then answer the question.\n\nAlpheid shrimp are small crustaceans that build burrows, or underground shelters, in the sand. Alpheid shrimp are blind and are vulnerable to predators when they are outside of their burrows.\nA shrimp can share its burrow with a fish called a goby. The goby acts as a lookout for the blind shrimp. When the shrimp leaves the safety of the burrow, it touches its antennae to the goby's tail. If a predator comes near, the goby flicks its tail, alerting the shrimp to the danger. Both animals then retreat to the safety of the burrow.\nFigure: a goby and an alpheid shrimp at the entrance of a burrow.\nOptions: (A) commensal (B) parasitic (C) mutualistic\n" + }, + { + "from": "gpt", + "value": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When an alpheid shrimp shares its burrow with a goby, the goby alerts the shrimp about nearby predators. These alerts help the shrimp survive. So, the shrimp benefits from its relationship with the goby.\nThe goby also receives protection from predators when it shares the shrimp's burrow. So, the goby also benefits from its relationship with the shrimp.\nSince both the shrimp and the goby benefit, a mutualistic relationship is formed when an alpheid shrimp shares its burrow with a goby. The answer is C." + } + ] + }, + { + "id": "10616", + "image": "10616\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Delaware (B) Georgia (C) Indiana (D) Maryland\n" + }, + { + "from": "gpt", + "value": "The colony is Georgia. The answer is B." + } + ] + }, + { + "id": "10623", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na puddle freezing into ice on a cold night\nbeating an egg\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are only physical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.\nBeating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nA puddle freezing is caused by cooling. But beating an egg is not. The answer is C." + } + ] + }, + { + "id": "10630", + "conversations": [ + { + "from": "human", + "value": "What does this Works Cited entry indicate about the cited work?\nEncyclopedia of Indiana. New York: Somerset Publishers, 1993. Print.\nContext: N/A\nOptions: (A) Somerset is the place of publication. (B) It has no author. (C) It was published in 1983." + }, + { + "from": "gpt", + "value": "When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n Look closely at the Works Cited entry:\nEncyclopedia of Indiana. New York: Somerset Publishers, 1993. Print.\nYou can tell that the cited work has no author because no name appears before the title, which is in italics. The answer is B." + } + ] + }, + { + "id": "10634", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nSmall pieces of rock are carried away by water.\nContext: N/A\nOptions: (A) volcanic eruption (B) erosion (C) earthquake" + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "10635", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nMia, please stay away from the ocean. You shouldn't go in the water until you know how to swim.\nContext: N/A\nOptions: (A) oxymoron (B) paradox" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nYou shouldn't go in the water until you know how to swim at first appears to be contradictory, because it is impossible to learn how to swim without going in the water. However, it contains some truth: you should not go into deep or dangerous water without first knowing how to swim. The answer is B." + } + ] + }, + { + "id": "10649", + "image": "10649\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "10654", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nDave can fly an airplane.\nContext: Hint: Pilots have to learn how to fly an airplane.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait. The answer is A." + } + ] + }, + { + "id": "10655", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nbaseball - bottom\nContext: N/A\nOptions: (A) blow (B) brown" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince blow is between the guide words baseball - bottom, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "10660", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a coffee pot?\nContext: Select the best estimate.\nOptions: (A) 12 fluid ounces (B) 12 cups (C) 12 gallons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a coffee pot is 12 cups.\n12 fluid ounces is too little and 12 gallons is too much. The answer is B." + } + ] + }, + { + "id": "10661", + "image": "10661\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "10665", + "image": "10665\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted to eat plant matter?\nContext: Goats are herbivores, or plant eaters. They eat grass and leaves. The 's mouth is adapted to grind up and eat plant matter.\nFigure: goat.\nOptions: (A) cougar (B) impala\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the goat.\nThe goat has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the goat reach leaves and grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe impala has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe cougar has a large mouth and sharp teeth. Its mouth is not adapted to eat plant matter. The cougar uses its mouth to eat other animals. The answer is B." + } + ] + }, + { + "id": "10671", + "image": "10671\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Nancy and Dominic trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNancy and Dominic open their lunch boxes in the school cafeteria. Neither Nancy nor Dominic got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nNancy's lunch Dominic's lunch\nOptions: (A) Nancy can trade her tomatoes for Dominic's carrots. (B) Dominic can trade his broccoli for Nancy's oranges. (C) Dominic can trade his almonds for Nancy's tomatoes. (D) Nancy can trade her tomatoes for Dominic's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nNancy wants broccoli. Dominic wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "10675", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Ruben investigate with an experiment?\nContext: Ruben is painting watercolor pictures with his friend. An hour after they have finished, Ruben notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:\ntwo freshly painted watercolor pictures of the same size\nhis dining room table\na picnic table in his backyard\na heater\nOptions: (A) Do watercolor paintings dry faster when placed next to a fan? (B) Does a large watercolor painting or a small watercolor painting dry faster? (C) Do watercolor paintings dry faster when they are placed inside or outside?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "10681", + "image": "10681\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Barbados (B) Saint Vincent and the Grenadines (C) Cuba (D) Saint Lucia\n" + }, + { + "from": "gpt", + "value": "This country is Barbados. The answer is A." + } + ] + }, + { + "id": "10685", + "image": "10685\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this toilet plunger made of?\nContext: N/A\nOptions: (A) wood (B) porcelain\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the toilet plunger.\nThe toilet plunger is made of two different materials. The handle is made of wood, and the head is made of rubber.\nRubber is a good material for a toilet plunger because it is flexible. The plunger can bend to the shape of the toilet. The answer is A." + } + ] + }, + { + "id": "10689", + "image": "10689\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Palau (C) Papua New Guinea (D) New Zealand\n" + }, + { + "from": "gpt", + "value": "This country is New Zealand. The answer is D." + } + ] + }, + { + "id": "10692", + "image": "10692\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) tetraphosphorus (B) fluoromethane (C) chloromethane\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is A." + } + ] + }, + { + "id": "10696", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAntonio took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\nContext: N/A\nOptions: (A) simple (B) compound-complex (C) complex (D) compound" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nAntonio took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is A." + } + ] + }, + { + "id": "10697", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncommon - current\nContext: N/A\nOptions: (A) craft (B) chilly" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince craft is between the guide words common - current, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "10700", + "image": "10700\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Hampshire?\nContext: N/A\nOptions: (A) Salem (B) Concord (C) Fort Wayne (D) Manchester\n" + }, + { + "from": "gpt", + "value": "Concord is the capital of New Hampshire. The answer is B." + } + ] + }, + { + "id": "10706", + "image": "10706\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA koala is an example of a mammal.\nOptions: (A) common toad (B) human (C) box turtle (D) clownfish\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A common toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the green anemone behind the clownfish.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates. The answer is B." + } + ] + }, + { + "id": "10708", + "image": "10708\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the wind through a tree a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a solid (B) a gas (C) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. Wind through a tree is air that is moving! Air is a gas. The air expands to fill the space around each tree branch. The answer is B." + } + ] + }, + { + "id": "10709", + "image": "10709\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food web, which organism contains matter that eventually moves to the earthworm?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) barren-ground caribou (B) mushroom (C) grizzly bear (D) bear sedge\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nThe only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.There are three paths matter can take from the bear sedge to the earthworm: bear sedge->brown lemming->Arctic fox->earthworm. bear sedge->brown lemming->snowy owl->earthworm. bear sedge->brown lemming->parasitic jaeger->rough-legged hawk->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. barren-ground caribou. There are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.. There are four paths matter can take from the bilberry to the earthworm: bilberry->Arctic fox->earthworm. bilberry->brown lemming->Arctic fox->earthworm. bilberry->brown lemming->snowy owl->earthworm. bilberry->brown lemming->parasitic jaeger->rough-legged hawk->earthworm. The answer is D." + } + ] + }, + { + "id": "10711", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) The blouse looks lovely with that skirt, but it costs too much. (B) Although the blouse costs too much, it does look lovely with that skirt." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it could refer to the blouse or the skirt.\nThe blouse looks lovely with that skirt, but it costs too much.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nAlthough the blouse costs too much, it does look lovely with that skirt. The answer is A." + } + ] + }, + { + "id": "10716", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two ships. Which ship was moving at a higher speed?\nContext: N/A\nOptions: (A) a ship that moved 60miles in 5hours (B) a ship that moved 75miles in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each ship moved and the time it took to move that distance.\nOne ship moved 75 miles in 5 hours.\nThe other ship moved 60 miles in 5 hours.\nNotice that each ship spent the same amount of time moving. The ship that moved 75 miles moved a farther distance in that time. So, that ship must have moved at a higher speed. The answer is B." + } + ] + }, + { + "id": "10723", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on the leash are balanced. Which statement describes the forces on the leash?\nContext: Camilla is walking her dog, Daisy. A squirrel just ran by, and Daisy is pulling forward on the leash with a force of 250N. Camilla is pulling backward on the leash with a force of 180N.\nOptions: (A) The forces are unbalanced, so there is a net force on the leash. (B) The forces are balanced, so there is no net force on the leash." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on the leash, look at the forces:\nDaisy is pulling the leash forward with a force of 250 N.\nCamilla is pulling the leash backward with a force of 180 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 250 N and 180 N. This means that the forces are unbalanced, so there is a net force on the leash. The answer is A." + } + ] + }, + { + "id": "10725", + "image": "10725\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Tonga (B) Solomon Islands (C) Vanuatu (D) Fiji\n" + }, + { + "from": "gpt", + "value": "This country is Fiji. The answer is D." + } + ] + }, + { + "id": "10729", + "image": "10729\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) Europe (C) South America (D) North America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is A." + } + ] + }, + { + "id": "10732", + "image": "10732\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Jersey?\nContext: N/A\nOptions: (A) Trenton (B) Honolulu (C) Jersey City (D) Hartford\n" + }, + { + "from": "gpt", + "value": "Trenton is the capital of New Jersey. The answer is A." + } + ] + }, + { + "id": "10738", + "image": "10738\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Clara and Hazel trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nClara and Hazel open their lunch boxes in the school cafeteria. Neither Clara nor Hazel got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nClara's lunch Hazel's lunch\nOptions: (A) Clara can trade her tomatoes for Hazel's broccoli. (B) Hazel can trade her almonds for Clara's tomatoes. (C) Clara can trade her tomatoes for Hazel's carrots. (D) Hazel can trade her broccoli for Clara's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nClara wants broccoli. Hazel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A." + } + ] + }, + { + "id": "10750", + "conversations": [ + { + "from": "human", + "value": "Select the invertebrate.\nContext: Hint: Insects, spiders, and worms are invertebrates.\nOptions: (A) komodo dragon (B) tiger (C) gray crowned crane (D) mosquito" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A mosquito is an insect. Like other insects, a mosquito is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA tiger is a mammal. Like other mammals, a tiger is a vertebrate. It has a backbone.\nA komodo dragon is a reptile. Like other reptiles, a komodo dragon is a vertebrate. It has a backbone.\nA gray crowned crane is a bird. Like other birds, a gray crowned crane is a vertebrate. It has a backbone. The answer is D." + } + ] + }, + { + "id": "10755", + "conversations": [ + { + "from": "human", + "value": "Suppose Jennifer decides to join the Photography Club. Which result would be a cost?\nContext: Jennifer is deciding whether to join the Photography Club or the Theater Club at school. She wants the club she joins to be fun. But she doesn't want it to take up too much time.\nOptions: (A) Jennifer will spend more time in the Photography Club than she would have spent in the Theater Club. (B) Jennifer will have more fun in the Photography Club than she would have had in the Theater Club." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Jennifer wants or needs:\nJennifer will spend more time in the Photography Club than she would have spent in the Theater Club. The answer is A." + } + ] + }, + { + "id": "10758", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Kendall acquired this trait?\nContext: Read the description of a trait.\nKendall knows how to make chili.\nOptions: (A) Kendall's friends like to make chili with her. (B) Kendall learned how to make chili from a recipe book. (C) When Kendall was young, her grandmother taught her how to cut chili peppers." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "10761", + "image": "10761\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs. A piranha is an example of a fish.\nOptions: (A) flamingo (B) bull shark\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks. The answer is B." + } + ] + }, + { + "id": "10762", + "image": "10762\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Erik and Lily trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nErik and Lily open their lunch boxes in the school cafeteria. Neither Erik nor Lily got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nErik's lunch Lily's lunch\nOptions: (A) Erik can trade his tomatoes for Lily's broccoli. (B) Lily can trade her almonds for Erik's tomatoes. (C) Lily can trade her broccoli for Erik's oranges. (D) Erik can trade his tomatoes for Lily's carrots.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nErik wants broccoli. Lily wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A." + } + ] + }, + { + "id": "10770", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word literally in its traditional sense?\nContext: N/A\nOptions: (A) The curry that the chef prepared was so spicy that Logan's mouth was literally on fire by the time he finished his meal. (B) The curry that the chef prepared was so spicy that Logan literally had to drink three glasses of milk to ease the pain." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses literally in its traditional sense: in a factual, non-exaggerated way.\nThe curry that the chef prepared was so spicy that Logan literally had to drink three glasses of milk to ease the pain.\nThe second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Logan's mouth may be in pain, but it is not actually on fire.\nThe curry that the chef prepared was so spicy that Logan's mouth was literally on fire by the time he finished his meal.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is B." + } + ] + }, + { + "id": "10783", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) goat (B) rob (C) sob" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words sob and rob rhyme. They both end with the ob sound.\nThe word goat does not rhyme. It ends with a different sound. The answer is A." + } + ] + }, + { + "id": "10785", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air inside of a freezer?\nContext: Select the better estimate.\nOptions: (A) 17\u00b0C (B) 17\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air inside of a freezer is 17\u00b0F.\n17\u00b0C is too hot. The answer is B." + } + ] + }, + { + "id": "10786", + "conversations": [ + { + "from": "human", + "value": "Which word is not like the others?\nContext: N/A\nOptions: (A) grass (B) cookie (C) cake (D) ice cream" + }, + { + "from": "gpt", + "value": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Cake, ice cream, and cookie go together. They are sweet things. Grass is not a sweet thing, so it is not like the other words. The answer is A." + } + ] + }, + { + "id": "10790", + "conversations": [ + { + "from": "human", + "value": "How long is a car key?\nContext: Select the better estimate.\nOptions: (A) 6 meters (B) 6 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a car key is 6 centimeters.\n6 meters is too long. The answer is B." + } + ] + }, + { + "id": "10791", + "image": "10791\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement is true about the average monthly temperature in New York City?\nContext: Use the graph to answer the question below.\nOptions: (A) January and February are the coldest months of the year. (B) The temperature does not change much from month to month. (C) July, August, and September are colder than the other months of the year.\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. To describe the average temperature trends in New York City, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Jan\" is incorrect.\nChoice \"The temperature does not change much from month to month.\" is incorrect.\nSome months of the year have much higher temperatures than others. So, the temperature does change a lot from month to month.\nChoice \"July, August, and September are colder than the other months of the year.\" is incorrect.\nThe average temperatures in July, August, and September are around 75\u00b0F. These months have the highest average temperatures of any months. So, they are hotter, not colder, than the other months.\nChoice \"January and February are the coldest months of the year.\" is incorrect.\nThe average temperatures in January and February are between 30\u00b0F and 35\u00b0F. These months have the lowest average temperatures of all of the months. So, they are the coldest months of the year. The answer is A." + } + ] + }, + { + "id": "10793", + "image": "10793\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Cape Breton Highlands National Park ecosystem?\nContext: Figure: Cape Breton Highlands National Park.\nCape Breton Highlands National Park is a taiga ecosystem in eastern Canada.\nOptions: (A) It has short, cool summers. It also has soil that is rich in nutrients. (B) It has many evergreen trees. It also has soil that is poor in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Cape Breton Highlands National Park has many evergreen trees. It also has soil that is poor in nutrients. The answer is B." + } + ] + }, + { + "id": "10797", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word unique in its traditional sense?\nContext: N/A\nOptions: (A) Jon custom ordered his unique coffee table from a master craftsman in Lancaster. (B) Jon bought his unique coffee table from a factory outlet store in Lancaster." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses unique in its traditional sense: being the only one of its kind.\nJon custom ordered his unique coffee table from a master craftsman in Lancaster.\nThe second text uses unique in its nontraditional sense: interesting or unusual. Jon's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.\nJon bought his unique coffee table from a factory outlet store in Lancaster.\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "10801", + "conversations": [ + { + "from": "human", + "value": "What does this Works Cited entry indicate about the cited work?\nAllawi, Ali A. Faisali of Iraq. New Haven: Yale University Press, 2014. Print.\nContext: N/A\nOptions: (A) Ali is the author's last name. (B) Allawi is the author's last name. (C) Faisali is the author's last name." + }, + { + "from": "gpt", + "value": "When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.\nBelow are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.\nBooks:\nFormat | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.\nExample | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.\nEssays, short stories, or poems in an anthology or book:\nFormat | Author(s). \"Essay, Poem, or Short Story Title.\" Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.\nExample | James, Henry. \"The Middle Years.\" The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.\nMagazine and newspaper articles:\nFormat | Author(s). \"Article Title.\" Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.\nExample | Hayes, David J., and James H. Stock. \"The Real Cost of Coal.\" New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.\nJournal articles:\nFormat | Author(s). \"Article Title.\" Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.\nExample | Gillette, Jane, et al. \"Human Simulations of Vocabulary Learning.\" Cognition 73.2 (1999): 135-176. Print.\nWeb pages:\nFormat | Author(s). \"Page Title.\" Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.\nExample | Gunn, Janelle P., and Lauren E. Owens. \"How to Slash Sodium from Your Diet.\" Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.\nAdditional guidelines:\nAuthor Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by \"et al.,\" which stands for and others (e.g., Smith, Jane, et al.).\nMedium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are \"Print\" and \"Web,\" but other possibilities include \"Film,\" \"E-mail,\" and \"Lecture.\" Whenever the Medium of Publication is \"Web,\" the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.\nEditors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. \"Ed.\" stands for edited by. \"Trans.\" stands for translated by.\nMissing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation \"n. pag.\" is used instead. If a work has no available publication date, the abbreviation \"n.d.\" is used instead. If a work has no available publisher or no available city of publication, the abbreviation \"n.p.\" is used instead.\n Look closely at the Works Cited entry:\nAllawi, Ali A. Faisali of Iraq. New Haven: Yale University Press, 2014. Print.\nYou can tell that the author's last name is Allawi because the author's name appears last name first at the beginning of the entry. The answer is B." + } + ] + }, + { + "id": "10819", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe Olsen family is going to spend two weeks in Ocean City, but for Ivan it will be a working vacation, since he'll be checking in with the office every day.\nContext: N/A\nOptions: (A) oxymoron (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work. The answer is A." + } + ] + }, + { + "id": "10823", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Norma didn't enter student politics until her junior year. (B) Norma did not enter student politics until her junior year." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses a contraction (didn't).\nThe second sentence does not use a contraction, so it is more formal. The answer is B." + } + ] + }, + { + "id": "10837", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three ships. Which ship was moving at the lowest speed?\nContext: N/A\nOptions: (A) a ship that moved 130kilometers south in 5hours (B) a ship that moved 220kilometers east in 5hours (C) a ship that moved 80kilometers north in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.\nNotice that each ship moved for 5 hours. The ship that moved 80 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed. The answer is C." + } + ] + }, + { + "id": "10838", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nShannon warned her youngest son not to cry wolf while wrestling with his older brother.\nContext: N/A\nOptions: (A) a fable (B) U.S. history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion cry wolf is a fable.\nIn the fable \"The Boy Who Cried Wolf,\" a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.\nThe allusion cry wolf means to raise a false alarm. The answer is A." + } + ] + }, + { + "id": "10839", + "image": "10839\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alabama?\nContext: N/A\nOptions: (A) Cheyenne (B) Charleston (C) Montgomery (D) Providence\n" + }, + { + "from": "gpt", + "value": "Montgomery is the capital of Alabama. The answer is C." + } + ] + }, + { + "id": "10840", + "image": "10840\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which term matches the picture?\nContext: Read the text.\nYour body has many systems that perform important tasks to keep you alive and well. For example, your circulatory system is responsible for moving the oxygen, nutrients, and wastes in blood through your body. Your heart, lungs, and blood vessels are all part of your circulatory system. Your lungs are also an important part of your respiratory system, along with your nose and throat. Your respiratory system includes the parts of your body that help you breathe.\nOptions: (A) respiratory system (B) circulatory system\n" + }, + { + "from": "gpt", + "value": "The circulatory system includes the heart, lungs, and blood vessels. It moves, or circulates, nutrients through the body. The answer is B." + } + ] + }, + { + "id": "10841", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMr. Kemp argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety.\nContext: N/A\nOptions: (A) ad hominem: a personal attack against one's opponent (B) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Kemp's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem. The answer is A." + } + ] + }, + { + "id": "10853", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this fly's phenotype for the wing type trait?\nContext: This passage describes the wing type trait in fruit flies:\n\nIn a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele for vestigial wings (n) is recessive to the allele for normal wings (N).\nA certain fruit fly from this group has the heterozygous genotype Nn for the wing type gene.\nOptions: (A) normal wings (B) vestigial wings" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine the fruit fly's phenotype for the wing type trait. First, consider the alleles in the fly's genotype for the wing type gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for vestigial wings (n) is recessive to the allele for normal wings (N). This means N is a dominant allele, and n is a recessive allele.\nThe fruit fly's genotype of Nn has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the fruit fly's phenotype for the wing type trait must be normal wings. The answer is A." + } + ] + }, + { + "id": "10854", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe First Amendment says that the government cannot take away a person's () or freedom of religion.\nContext: N/A\nOptions: (A) freedom of speech (B) right to own weapons (C) right to vote" + }, + { + "from": "gpt", + "value": "The First Amendment says that the government cannot take away a person's freedom of speech or freedom of religion. In the United States, voting rights are not a part of freedom of speech. Freedom of speech means that Americans can say and write what they want. But there are some limits on freedom of speech. For example, a person cannot write lies about someone in a newspaper. But the government cannot stop speech just because someone disagrees with it. Freedom of religion means a person can choose his or her own religion. In the United States, the government cannot tell a person what to believe. The complete text of the First Amendment is below. Does it mention any other rights? Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. The answer is A." + } + ] + }, + { + "id": "10865", + "conversations": [ + { + "from": "human", + "value": "Select the part whose main job is to help a plant cell make proteins.\nContext: N/A\nOptions: (A) cytoplasm (B) endoplasmic reticulum (C) mitochondria (D) cell wall" + }, + { + "from": "gpt", + "value": "Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:\nChloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nIn plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\nOn the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. The endoplasmic reticulum helps the cell make proteins. Instructions for making proteins are sent to ribosomes. Ribosomes can attach to the endoplamic reticulum and use the instructions to make proteins. The answer is B." + } + ] + }, + { + "id": "10867", + "image": "10867\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Virginia (B) South Carolina (C) Georgia (D) North Carolina\n" + }, + { + "from": "gpt", + "value": "The colony is North Carolina. The answer is D." + } + ] + }, + { + "id": "10869", + "conversations": [ + { + "from": "human", + "value": "Select the part that contains the information that a plant cell uses for growth and activities.\nContext: N/A\nOptions: (A) chloroplasts (B) chromosomes (C) mitochondria (D) Golgi" + }, + { + "from": "gpt", + "value": "Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:\nChloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nIn plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\nOn the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. Chromosomes contain the information that the cell uses for growth and activities. This information helps control what the cell does and how it grows and develops.\nIn plant and animal cells, the chromosomes are inside the nucleus. The answer is B." + } + ] + }, + { + "id": "10873", + "image": "10873\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) South America (B) Antarctica (C) Africa (D) North America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is C." + } + ] + }, + { + "id": "10874", + "conversations": [ + { + "from": "human", + "value": "Look at the word. Does it have a closed syllable or an open syllable?\nhi\nContext: N/A\nOptions: (A) open (B) closed" + }, + { + "from": "gpt", + "value": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word hi ends with a vowel and has a long vowel sound. So, it has an open syllable. The answer is A." + } + ] + }, + { + "id": "10883", + "image": "10883\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 2. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is weaker in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "10885", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nWalter lives in a city where the wind often blows from the south throughout the year.\nContext: N/A\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWalter lives in a city where the wind often blows from the south throughout the year.\nThis passage tells you about the usual wind pattern where Walter lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "10886", + "image": "10886\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the European green toad.\nContext: This organism is a European green toad. Its scientific name is Bufo viridis.\nOptions: (A) Bufo bufo (B) Lithobates blairi (C) Hyla japonica\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A European green toad's scientific name is Bufo viridis. The first word of its scientific name is Bufo.\nLithobates blairi is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates blairi and Bufo viridis are not in the same genus.\nBufo bufo is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo bufo and Bufo viridis are in the same genus.\nHyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Bufo viridis are not in the same genus. The answer is A." + } + ] + }, + { + "id": "10889", + "image": "10889\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted to tear through meat?\nContext: Leopards are carnivores, or meat eaters. They eat large mammals like deer and antelope. The 's mouth is adapted to tear through meat.\nFigure: leopard.\nOptions: (A) orca (B) tamandua\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the leopard.\nThe leopard has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The leopard uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe orca has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe tamandua has a long tube-shaped mouth and no teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The tamandua uses its mouth to get insects out of holes and burrows. The answer is A." + } + ] + }, + { + "id": "10894", + "conversations": [ + { + "from": "human", + "value": "Which is smoother?\nContext: N/A\nOptions: (A) burlap sack (B) cardboard" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Smooth is a property. A smooth material is not rough or bumpy.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the cardboard is smoother. If you touch a cardboard box like this one, it will not feel rough or bumpy. The answer is B." + } + ] + }, + { + "id": "10899", + "image": "10899\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Ian and Joseph trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nIan and Joseph open their lunch boxes in the school cafeteria. Neither Ian nor Joseph got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nIan's lunch Joseph's lunch\nOptions: (A) Joseph can trade his almonds for Ian's tomatoes. (B) Ian can trade his tomatoes for Joseph's carrots. (C) Ian can trade his tomatoes for Joseph's broccoli. (D) Joseph can trade his broccoli for Ian's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nIan wants broccoli. Joseph wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C." + } + ] + }, + { + "id": "10909", + "image": "10909\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.\nOptions: (A) the surroundings . . . each battery (B) each battery . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. The answer is B." + } + ] + }, + { + "id": "10919", + "image": "10919\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is also adapted for survival in cold places?\nContext: Polar bears live in and around the cold Arctic Ocean. The 's skin is adapted to help the animal survive in cold places.\nFigure: polar bear.\nOptions: (A) Eurasian lynx (B) thorny devil\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the polar bear.\nThe polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe thorny devil has spines covering much of its skin. Its skin is not adapted for survival in cold places. The answer is A." + } + ] + }, + { + "id": "10921", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\n\"You might think you'll always be young,\" Mrs. Sheppard counseled, \"but time ()\".\nContext: N/A\nOptions: (A) affects everyone (B) creeps up on you" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person. The answer is B." + } + ] + }, + { + "id": "10935", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Basil's phenotype for the eye color trait?\nContext: In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele for brown eyes (E) is dominant over the allele for red eyes (e).\nBasil is a guinea pig from this group. Basil has the homozygous genotype ee for the eye color gene.\nOptions: (A) brown eyes (B) red eyes" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Basil's genotype for the eye color gene is ee. Basil's genotype of ee has only e alleles. The e allele is for red eyes. So, Basil's phenotype for the eye color trait must be red eyes.\nTo check this answer, consider whether Basil's alleles are dominant or recessive. The allele for brown eyes (E) is dominant over the allele for red eyes (e). This means E is a dominant allele, and e is a recessive allele.\nBasil's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Basil's phenotype for the eye color trait must be red eyes. The answer is B." + } + ] + }, + { + "id": "10939", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nScarlett told her friends that Kevin was a typical Peter Pan type.\nContext: N/A\nOptions: (A) literature (B) Greek mythology" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Peter Pan is literature.\nIn a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.\nThe allusion Peter Pan means a person who won't take on adult responsibilities. The answer is A." + } + ] + }, + { + "id": "10941", + "image": "10941\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Algeria.\nDark clouds hung over the coast of Algeria last weekend.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nDark clouds hung over the coast of Algeria last weekend.\nThis passage tells you about last weekend's cloud cover on the coast of Algeria. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "10945", + "image": "10945\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe volume of Neptune is less than 75% of the volume of Uranus.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus. The answer is A." + } + ] + }, + { + "id": "10947", + "image": "10947\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Jersey (B) Delaware (C) Michigan (D) Indiana\n" + }, + { + "from": "gpt", + "value": "The colony is New Jersey. The answer is A." + } + ] + }, + { + "id": "10955", + "image": "10955\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Tristan and Lorenzo trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nTristan and Lorenzo open their lunch boxes in the school cafeteria. Neither Tristan nor Lorenzo got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nTristan's lunch Lorenzo's lunch\nOptions: (A) Lorenzo can trade his broccoli for Tristan's oranges. (B) Tristan can trade his tomatoes for Lorenzo's broccoli. (C) Lorenzo can trade his almonds for Tristan's tomatoes. (D) Tristan can trade his tomatoes for Lorenzo's carrots.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nTristan wants broccoli. Lorenzo wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "10960", + "image": "10960\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Haiti (B) the Dominican Republic (C) Cuba (D) Dominica\n" + }, + { + "from": "gpt", + "value": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is B." + } + ] + }, + { + "id": "10961", + "conversations": [ + { + "from": "human", + "value": "Is fixing a computer a good or a service?\nContext: N/A\nOptions: (A) a service (B) a good" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether fixing a computer is a good or a service, ask these questions:\nIs fixing a computer something you can touch? No.\nIs fixing a computer a job you might pay someone else to do? Yes.\nSo, fixing a computer is a service. The answer is A." + } + ] + }, + { + "id": "10962", + "image": "10962\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Mexico?\nContext: N/A\nOptions: (A) Santa Fe (B) Columbia (C) Albuquerque (D) Minneapolis\n" + }, + { + "from": "gpt", + "value": "Santa Fe is the capital of New Mexico. The answer is A." + } + ] + }, + { + "id": "10964", + "image": "10964\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Louisiana?\nContext: N/A\nOptions: (A) Frankfort (B) Salem (C) Baton Rouge (D) New Orleans\n" + }, + { + "from": "gpt", + "value": "Baton Rouge is the capital of Louisiana. The answer is C." + } + ] + }, + { + "id": "10971", + "image": "10971\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) Arkansas (B) Montana (C) Arizona (D) Ohio\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Ohio is farthest east. The answer is D." + } + ] + }, + { + "id": "10980", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nJackie lives in a town with hot summers and freezing cold winters.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nJackie lives in a town with hot summers and freezing cold winters.\nThis passage tells you about the usual temperatures where Jackie lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "10982", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Kari acquired this trait?\nContext: Read the description of a trait.\nKari has a scar on her left leg.\nOptions: (A) Kari's scar was caused by an accident. She cut her leg when she was climbing a tree. (B) Some scars fade more quickly than others." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "10984", + "image": "10984\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) Asia (C) Australia (D) South America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is A." + } + ] + }, + { + "id": "10997", + "image": "10997\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the slender-spined porcupinefish.\nContext: This organism is a slender-spined porcupinefish. Its scientific name is Diodon nicthemerus.\nOptions: (A) Amphiprion frenatus (B) Amphiprion perideraion (C) Diodon nicthemerus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A slender-spined porcupinefish's scientific name is Diodon nicthemerus.\nAmphiprion frenatus does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion frenatus are not in the same species.\nAmphiprion perideraion does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion perideraion are not in the same species.\nDiodon nicthemerus has the same scientific name as a slender-spined porcupinefish. So, these organisms are in the same species. The answer is C." + } + ] + }, + { + "id": "10999", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nThe new blanket was as soft as a kitten's fur.\nContext: N/A\nOptions: (A) simile (B) metaphor" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. The new blanket was as soft as a kitten's fur.\nThe words blanket and fur are compared using the word as. So, the sentence uses a simile. The answer is A." + } + ] + }, + { + "id": "11000", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nTrent's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer.\nContext: N/A\nOptions: (A) personification (B) metaphor" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses personification, giving human characteristics to nonhuman things.\nTrent's '64 Impala groaned describes the car as if it were human. The answer is A." + } + ] + }, + { + "id": "11006", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nusing polish to remove tarnish from a silver spoon\na piece of avocado turning brown\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are chemical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA tarnished silver spoon is one that has become less shiny over time. Polishing the spoon makes it look shiny again.\nThe polish changes the tarnish into a different type of matter that can be easily wiped away. So, using polish to remove tarnish from silver is a chemical change.\nA piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.\nIf you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "11007", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of an article?\nContext: N/A\nOptions: (A) \"Caring for Our Children\" (B) Caring for Our Children" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\" An article should be in quotation marks.\nThe correct title is \"Caring for Our Children.\" The answer is A." + } + ] + }, + { + "id": "11015", + "image": "11015\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Arctic Ocean (B) the Atlantic Ocean (C) the Indian Ocean (D) the Southern Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is D." + } + ] + }, + { + "id": "11020", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Bonnie inherited this trait?\nContext: Read the description of a trait.\nBonnie has wavy hair.\nOptions: (A) Bonnie's parents were born with wavy hair. They passed down this trait to Bonnie. (B) Bonnie and her mother both have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "11022", + "image": "11022\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which specific humidity level was measured within the outlined area shown?\nContext: The map below shows humidity in the lower atmosphere on October 28, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Asia on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division\nOptions: (A) 24 grams of water vapor per kilogram of air (B) 13 grams of water vapor per kilogram of air (C) 9 grams of water vapor per kilogram of air\n" + }, + { + "from": "gpt", + "value": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.\nThe map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg. Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.\nThe legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.\n24 grams of water vapor per kilogram of air is within this range.\n9 and 13 grams of water vapor per kilogram of air are outside of this range. The answer is A." + } + ] + }, + { + "id": "11027", + "conversations": [ + { + "from": "human", + "value": "How long is a leather belt?\nContext: Select the better estimate.\nOptions: (A) 85 kilometers (B) 85 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a leather belt is 85 centimeters.\n85 kilometers is too long. The answer is B." + } + ] + }, + { + "id": "11038", + "image": "11038\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Antarctica (B) Asia (C) Australia (D) South America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is C." + } + ] + }, + { + "id": "11042", + "image": "11042\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.\nOptions: (A) each aquarium . . . the surroundings (B) the surroundings . . . each aquarium\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings. The answer is A." + } + ] + }, + { + "id": "11046", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Tom was recently reading about remote mountain villages, and it said that they often have no Internet access. He couldn't imagine life without email! (B) Tom was recently reading about remote mountain villages, and the article said that they often have no Internet access. He couldn't imagine life without email!" + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the article.\nTom was recently reading about remote mountain villages, and the article said that they often have no Internet access. He couldn't imagine life without email! The answer is A." + } + ] + }, + { + "id": "11060", + "image": "11060\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Rosa and Kylie trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRosa and Kylie open their lunch boxes in the school cafeteria. Neither Rosa nor Kylie got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nRosa's lunch Kylie's lunch\nOptions: (A) Kylie can trade her almonds for Rosa's tomatoes. (B) Rosa can trade her tomatoes for Kylie's broccoli. (C) Rosa can trade her tomatoes for Kylie's carrots. (D) Kylie can trade her broccoli for Rosa's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nRosa wants broccoli. Kylie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "11064", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nHarry's leaving his job? That's old news. He's been planning that for months.\nContext: N/A\nOptions: (A) oxymoron (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information. The answer is A." + } + ] + }, + { + "id": "11067", + "image": "11067\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) rough (B) slippery\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The potato sack is rough.\nA slippery object is hard to hold onto or stand on. The potato sack is not slippery. The answer is A." + } + ] + }, + { + "id": "11073", + "image": "11073\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) translucent (B) transparent (C) sour\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The green apple is not translucent.\nYou can see clearly through a transparent object. The green apple and the lime are not transparent.\nA lemon has a sour taste. All three objects are sour.\nThe property that all three objects have in common is sour. The answer is C." + } + ] + }, + { + "id": "11083", + "image": "11083\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Washington (B) New Mexico (C) California (D) Alaska\n" + }, + { + "from": "gpt", + "value": "This state is New Mexico. The answer is B." + } + ] + }, + { + "id": "11085", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) \"Tales of a Fourth Grade Nothing\" (B) ***Tales of a Fourth Grade Nothing***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Tales of a Fourth Grade Nothing**. The answer is B." + } + ] + }, + { + "id": "11094", + "conversations": [ + { + "from": "human", + "value": "Would you find the word pouch on a dictionary page with the following guide words?\npicture - profit\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince pouch is between the guide words picture - profit, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "11099", + "conversations": [ + { + "from": "human", + "value": "Suppose Helen decides to bake cranberry muffins. Which result would be a cost?\nContext: Helen is deciding whether to bake chocolate muffins or cranberry muffins. She wants the muffins to be tasty. But she also wants to make a lot of muffins.\nOptions: (A) Helen will get to eat more muffins. She can make more cranberry muffins than chocolate muffins. (B) Helen will give up the chance to eat chocolate muffins. She thinks chocolate muffins are tastier than cranberry muffins." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Helen wants or needs:\nHelen will give up the chance to eat chocolate muffins. She thinks chocolate muffins are tastier than cranberry muffins. The answer is B." + } + ] + }, + { + "id": "11113", + "image": "11113\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "11116", + "image": "11116\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this experiment, which were part of an experimental group?\nContext: The passage below describes an experiment.\n\nLester worked in a restaurant that had a vegetable garden. Part of his job was to care for the tomato plants. He had heard that pruning, or trimming, tomato plants can help tomatoes grow. He wondered if pruning would affect how well his tomato plants grew.\nLester chose 24 tomato plants that were similar in size. He pruned an equal number of branches from each of the first 12 plants. He left the other 12 plants unpruned. Then, each week, Lester weighed the tomatoes that he picked from each group of plants.\nFigure: a tomato plant.\nOptions: (A) the unpruned tomato plants (B) the pruned tomato plants\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Lester investigated whether pruning tomato plants affects the weight of the tomatoes. So, the pruned tomato plants were part of an experimental group.\nThe unpruned tomato plants were not pruned. So, they were not part of an experimental group. The answer is B." + } + ] + }, + { + "id": "11119", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nThe floor of a valley is covered by water after a heavy rainfall.\nContext: N/A\nOptions: (A) wildfire (B) flood (C) volcanic eruption" + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "11120", + "image": "11120\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Delaware (B) West Virginia (C) Iowa (D) Alabama\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north. The answer is C." + } + ] + }, + { + "id": "11123", + "image": "11123\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 2. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is weaker in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B." + } + ] + }, + { + "id": "11126", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\npassage - pigeon\nContext: N/A\nOptions: (A) puppet (B) phantom" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince phantom is between the guide words passage - pigeon, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "11131", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Judy inherited this trait?\nContext: Read the description of a trait.\nJudy has red hair.\nOptions: (A) Judy's parents have red hair. They passed down this trait to Judy. (B) Judy and her mother both wear their hair in braids." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "11132", + "conversations": [ + { + "from": "human", + "value": "Suppose Anne decides to go on the spinning teacups. Which result would be a cost?\nContext: Anne is deciding which ride to go on at the fair. She can go on either the scrambler or the spinning teacups. She wants to have as much fun as possible at the fair.\nOptions: (A) Anne will give up the chance to go on the scrambler. She would have had more fun on that ride. (B) Anne will save some ride tickets. She needs fewer tickets to go on the spinning teacups than on the scrambler." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Anne wants or needs:\nAnne will give up the chance to go on the scrambler. She would have had more fun on that ride. The answer is A." + } + ] + }, + { + "id": "11137", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Mabel investigate with an experiment?\nContext: Mabel gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:\none basketball\naccess to a brick patio\naccess to a grassy lawn\naccess to a gravel driveway\na meterstick\nOptions: (A) Does the basketball bounce higher on gravel or on grass? (B) Does the basketball bounce higher on a lawn or on a dirt path? (C) Do larger basketballs bounce higher than smaller basketballs on a brick patio?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "11138", + "image": "11138\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Dakota?\nContext: N/A\nOptions: (A) Kansas City (B) Bismarck (C) Fargo (D) Davenport\n" + }, + { + "from": "gpt", + "value": "Bismarck is the capital of North Dakota. The answer is B." + } + ] + }, + { + "id": "11145", + "image": "11145\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is weaker in Pair 1. (C) The magnetic force is weaker in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "11149", + "image": "11149\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Tonga (B) New Zealand (C) Tuvalu (D) Kiribati\n" + }, + { + "from": "gpt", + "value": "This country is Tonga. The answer is A." + } + ] + }, + { + "id": "11155", + "image": "11155\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Mississippi?\nContext: N/A\nOptions: (A) Charleston (B) Portland (C) Jackson (D) Biloxi\n" + }, + { + "from": "gpt", + "value": "Jackson is the capital of Mississippi. The answer is C." + } + ] + }, + { + "id": "11169", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a bowl of ice cream?\nContext: Select the better estimate.\nOptions: (A) 39\u00b0C (B) 39\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a bowl of ice cream is 39\u00b0F.\n39\u00b0C is too hot. The answer is B." + } + ] + }, + { + "id": "11177", + "image": "11177\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does Chelonoidis nigra have cells that have a nucleus?\nContext: This organism is Chelonoidis nigra. It is a member of the animal kingdom.\nChelonoidis nigra is commonly called a Gal\u00e1pagos giant tortoise. These large tortoises live on the Gal\u00e1pagos Islands. When Spanish sailors arrived at these islands in the 1530s, about 200,000 Gal\u00e1pagos giant tortoises lived on the islands. The Spanish sailors named the islands after a Spanish word for tortoise, gal\u00e1pago.\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Chelonoidis nigra is an animal. Animal cells have a nucleus. The answer is B." + } + ] + }, + { + "id": "11180", + "image": "11180\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this push?\nContext: A boy plays with marbles. He pushes one of the marbles with his thumb.\nOptions: (A) toward the boy's thumb (B) away from the boy's thumb\n" + }, + { + "from": "gpt", + "value": "One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The boy pushes his marble away from his thumb. The direction of the push is away from the boy's thumb. The answer is B." + } + ] + }, + { + "id": "11181", + "image": "11181\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Massachusetts (B) Ohio (C) Indiana (D) New Hampshire\n" + }, + { + "from": "gpt", + "value": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is A." + } + ] + }, + { + "id": "11187", + "conversations": [ + { + "from": "human", + "value": "Select the one true statement.\nContext: N/A\nOptions: (A) Plant cells can have a nucleus but do not have chloroplasts. (B) The Golgi packages proteins and other substances and directs them to different parts of a plant cell. (C) In an animal cell, the vacuoles contain the master plan for cell activities and cell development." + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "11191", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nBridget felt intimidated by the steep cliff that she faced on her first rock-climbing adventure.\nContext: N/A\nOptions: (A) exclamatory (B) interrogative (C) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is C." + } + ] + }, + { + "id": "11195", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nMrs. Leonard is kind, and her heart is gold.\nContext: N/A\nOptions: (A) metaphor (B) simile" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. Mrs. Leonard is kind, and her heart is gold.\nThe words heart and gold are compared without the word like or as. So, the sentence uses a metaphor. The answer is A." + } + ] + }, + { + "id": "11198", + "conversations": [ + { + "from": "human", + "value": "Suppose Troy decides to see the otters. Which result would be a cost?\nContext: Troy is deciding whether to see the lemurs or the otters at the zoo. He wants to see lots of animals, but the zoo is closing soon.\nOptions: (A) Troy will save some time. The otters are close by, but he would have had to walk to the the other side of the zoo to see the lemurs. (B) Troy will give up the chance to see the lemurs. He would have enjoyed seeing them more than the otters." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Troy wants or needs:\nTroy will give up the chance to see the lemurs. He would have enjoyed seeing them more than the otters. The answer is B." + } + ] + }, + { + "id": "11199", + "image": "11199\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is hematite a mineral or a rock?\nContext: Hematite has the following properties:\nmetallic luster\nnot made by living things\nfixed crystal structure\nfound in nature\nsolid\npure substance\nOptions: (A) rock (B) mineral\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Hematite has all the properties of a mineral. So, hematite is a mineral. The answer is B." + } + ] + }, + { + "id": "11201", + "image": "11201\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with mutated antennae to offspring with normal antennae? Choose the most likely ratio.\nContext: This passage describes the antenna type trait in fruit flies:\nMost fruit flies have a pair of antennae on their head. But, some flies appear to have an extra pair of legs on their head instead! These flies have a mutation, or change, in a gene that affects body development. This mutation makes the cells in the fly's head form mutated antennae that are like legs.\nIn a group of fruit flies, some individuals have mutated antennae and others have normal antennae. In this group, the gene for the antenna type trait has two alleles. The allele for mutated antennae (A) is dominant over the allele for normal antennae (a).\nThis Punnett square shows a cross between two fruit flies.\nOptions: (A) 1:3 (B) 0:4 (C) 3:1 (D) 2:2 (E) 4:0\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with mutated antennae or normal antennae, consider whether each phenotype is the dominant or recessive allele's version of the antenna type trait. The question tells you that the A allele, which is for mutated antennae, is dominant over the a allele, which is for normal antennae.\nMutated antennae is the dominant allele's version of the antenna type trait. A fruit fly with the dominant version of the antenna type trait must have at least one dominant allele for the antenna type gene. So, offspring with mutated antennae must have the genotype AA or Aa.\nThere are 3 boxes in the Punnett square with the genotype AA or Aa. These boxes are highlighted below.\nNormal antennae is the recessive allele's version of the antenna type trait. A fruit fly with the recessive version of the antenna type trait must have only recessive alleles for the antenna type gene. So, offspring with normal antennae must have the genotype aa.\nThere is 1 box in the Punnett square with the genotype aa. This box is highlighted below.\nSo, the expected ratio of offspring with mutated antennae to offspring with normal antennae is 3:1. This means that, on average, this cross will produce 3 offspring with mutated antennae for every 1 offspring with normal antennae. The answer is C." + } + ] + }, + { + "id": "11202", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this plant's phenotype for the flower color trait?\nContext: In a group of scarlet rosemallow plants, some individuals have red flowers and others have white flowers. In this group, the gene for the flower color trait has two alleles. The allele for red flowers (F) is dominant over the allele for white flowers (f).\nA certain scarlet rosemallow plant from this group has the homozygous genotype ff for the flower color gene.\nOptions: (A) white flowers (B) red flowers" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The scarlet rosemallow plant's genotype for the flower color gene is ff. The scarlet rosemallow plant's genotype of ff has only f alleles. The f allele is for white flowers. So, the scarlet rosemallow plant's phenotype for the flower color trait must be white flowers.\nTo check this answer, consider whether the scarlet rosemallow plant's alleles are dominant or recessive. The allele for red flowers (F) is dominant over the allele for white flowers (f). This means F is a dominant allele, and f is a recessive allele.\nThe scarlet rosemallow plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the scarlet rosemallow plant's phenotype for the flower color trait must be white flowers. The answer is A." + } + ] + }, + { + "id": "11206", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nPotassium chloride is ().\nContext: Potassium chloride can be added to food as a substitute for table salt. The chemical formula for potassium chloride is KCl.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether potassium chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for potassium chloride, KCl, contains two atomic symbols: K for potassium and Cl for chlorine. So, the formula tells you that potassium chloride is composed of two chemical elements bonded together.\nSince potassium chloride is composed of multiple chemical elements bonded together, potassium chloride is a compound. The answer is A." + } + ] + }, + { + "id": "11215", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Denise inherited this trait?\nContext: Read the description of a trait.\nDenise has straight hair.\nOptions: (A) Denise's biological mother often wears her straight hair in a ponytail. (B) Denise's biological parents have red hair. Denise also has red hair. (C) Denise's neighbor also has straight hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "11218", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nChicken cooking in an oven is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter. The answer is B." + } + ] + }, + { + "id": "11219", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nAudrey finally found her phone () under the bed.\nContext: N/A\nOptions: (A) missing (B) hiding" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word hiding. It describes the phone as if it were a person who is hiding. The answer is B." + } + ] + }, + { + "id": "11220", + "conversations": [ + { + "from": "human", + "value": "Would you find the word children on a dictionary page with the following guide words?\ncarriage - cloak\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince children is between the guide words carriage - cloak, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "11223", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Cheyenne's phenotype for the coat color trait?\nContext: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele for a red coat (l) is recessive to the allele for a black coat (L).\nCheyenne is a cow from this group. Cheyenne has the homozygous genotype ll for the coat color gene.\nOptions: (A) a black coat (B) a red coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Cheyenne's genotype for the coat color gene is ll. Cheyenne's genotype of ll has only l alleles. The l allele is for a red coat. So, Cheyenne's phenotype for the coat color trait must be a red coat.\nTo check this answer, consider whether Cheyenne's alleles are dominant or recessive. The allele for a red coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.\nCheyenne's genotype of ll has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Cheyenne's phenotype for the coat color trait must be a red coat. The answer is B." + } + ] + }, + { + "id": "11227", + "image": "11227\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Mount Rainier National Park ecosystem?\nContext: Figure: Mount Rainier National Park.\nMount Rainier National Park is a taiga ecosystem in Washington State. The park is named after a volcano called Mount Rainier, which is covered in glaciers.\nOptions: (A) It has many evergreen trees. (B) It has soil that is frozen year-round.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Mount Rainier National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is poor in nutrients. It has many evergreen trees. The following statement does not describe Mount Rainier National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is frozen year-round. The answer is A." + } + ] + }, + { + "id": "11238", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a kitchen sink?\nContext: Select the better estimate.\nOptions: (A) 22 liters (B) 22 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a kitchen sink is 22 liters.\n22 milliliters is too little. The answer is A." + } + ] + }, + { + "id": "11241", + "image": "11241\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Houston.\nHouston is a city near the coast of Texas. A record 42 inches of rain fell near Houston during the last week of July in 1979.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nHouston is a city near the coast of Texas. A record 42 inches of rain fell near Houston during the last week of July in 1979.\nThe underlined part of the passage tells you about the amount of rain that fell during a single week in 1979. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "11246", + "image": "11246\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) bromine (B) hydrazine (C) trichlorofluoromethane\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is A." + } + ] + }, + { + "id": "11252", + "image": "11252\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample A (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "11254", + "image": "11254\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Dakota?\nContext: N/A\nOptions: (A) Springfield (B) Pierre (C) Rapid City (D) Frankfort\n" + }, + { + "from": "gpt", + "value": "Pierre is the capital of South Dakota. The answer is B." + } + ] + }, + { + "id": "11257", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nBlue Moon, you saw me standing alone\nWithout a dream in my heart,\nWithout a love of my own.\n\u2014Lorenz Hart, \"Blue Moon\"\nContext: N/A\nOptions: (A) apostrophe (B) antithesis" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nBlue Moon is a direct address to the moon, a nonhuman entity. The answer is A." + } + ] + }, + { + "id": "11260", + "image": "11260\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's legs are also adapted for wading?\nContext: Shoebills live near marshes and lakes in Africa. They eat fish, frogs, and small reptiles that live in shallow water. Shoebills hunt their prey by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: shoebill.\nOptions: (A) African sacred ibis (B) kookaburra\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the shoebill.\nLong legs help the shoebill keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe African sacred ibis has long, thin legs. Its legs are adapted for wading.\nThe kookaburra has short legs. Its legs are not adapted for wading. The kookaburra uses its legs to walk and perch. The answer is A." + } + ] + }, + { + "id": "11262", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ndad - distant\nContext: N/A\nOptions: (A) drive (B) deserve" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince deserve is between the guide words dad - distant, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "11263", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nHow do I know that Beth is the most intelligent person in our geometry class? I know because she's so smart.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) hasty generalization: a very broad claim based on very little evidence" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Beth is intelligent because she's smart. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A." + } + ] + }, + { + "id": "11280", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAs Scott sat down on the rickety old chair, it abruptly collapsed beneath him.\nContext: N/A\nOptions: (A) complex (B) compound-complex (C) compound (D) simple" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Scott sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is A." + } + ] + }, + { + "id": "11283", + "image": "11283\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of pink particles?\nContext: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution A (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles. The answer is C." + } + ] + }, + { + "id": "11285", + "image": "11285\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the purple heron.\nContext: This organism is a purple heron. Its scientific name is Ardea purpurea.\nOptions: (A) Caprimulgus europaeus (B) Ardea purpurea (C) Ardea herodias\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A purple heron's scientific name is Ardea purpurea.\nArdea purpurea is in the same genus as Ardea herodias, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Ardea purpurea and Ardea herodias are different species within the same genus.\nCaprimulgus europaeus does not have the same scientific name as a purple heron. So, Ardea purpurea and Caprimulgus europaeus are not in the same species.\nArdea purpurea has the same scientific name as a purple heron. So, these organisms are in the same species. The answer is B." + } + ] + }, + { + "id": "11293", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) dung beetle (B) rainbow boa (C) curlyhair tarantula (D) monarch butterfly" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA rainbow boa is a reptile. Like other reptiles, a rainbow boa is a vertebrate. It has a backbone.\nA dung beetle is an insect. Like other insects, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other tarantulas, a curlyhair tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is B." + } + ] + }, + { + "id": "11296", + "image": "11296\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) transparent (B) sour (C) opaque\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA lemon has a sour taste. The glass bowl and the water are not sour.\nYou can see clearly through a transparent object. All three objects are transparent.\nAn opaque object does not let light through. None of the objects are opaque.\nThe property that all three objects have in common is transparent. The answer is A." + } + ] + }, + { + "id": "11300", + "image": "11300\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "11309", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Rafi investigate with an experiment?\nContext: Rafi is washing dishes after cooking his dinner. He notices that some of the dishes still feel oily after being washed. He wonders what factors affect how clean dishes are after they are washed. So, he decides to design an experiment. He has the following supplies available:\na sponge\nliquid dish detergent\na bar of soap\nhot water\ncold water\na pile of dirty dishes\nOptions: (A) Are dishes cleaner when washed with liquid dish detergent or with bar soap? (B) Are dishes washed in a dishwasher cleaner than dishes washed by hand? (C) Are dishes cleaner when washed with a soapy sponge or with a soapy rag?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "11317", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a goat?\nContext: Select the better estimate.\nOptions: (A) 34 kilograms (B) 34 grams" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a goat is 34 kilograms.\n34 grams is too light. The answer is A." + } + ] + }, + { + "id": "11318", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air on a warm, sunny day?\nContext: Select the better estimate.\nOptions: (A) 28\u00b0F (B) 28\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a warm, sunny day is 28\u00b0C.\n28\u00b0F is too cold. The answer is B." + } + ] + }, + { + "id": "11320", + "image": "11320\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nPotassium bromide is ().\nContext: The model below represents potassium bromide. In some countries, potassium bromide can be used as medicine to treat seizures.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the compound potassium chloride.\nIn a space-filling model, the balls represent atoms that are bonded together. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether potassium bromide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that potassium bromide is composed of potassium atoms and bromine atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that potassium bromide is composed of two chemical elements: potassium and bromine. Since potassium bromide is composed of multiple chemical elements bonded together, potassium bromide is a compound. The answer is B." + } + ] + }, + { + "id": "11324", + "conversations": [ + { + "from": "human", + "value": "How long is a paintbrush?\nContext: Select the better estimate.\nOptions: (A) 29 meters (B) 29 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a paintbrush is 29 centimeters.\n29 meters is too long. The answer is B." + } + ] + }, + { + "id": "11333", + "image": "11333\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) neither; the samples have the same temperature (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "11335", + "conversations": [ + { + "from": "human", + "value": "Where were the effects of the Great Depression felt?\nContext: N/A\nOptions: (A) The Great Depression was felt only in the Western Hemisphere. (B) The Great Depression only affected the United States. (C) The Great Depression's impact was limited to North American countries. (D) The Great Depression affected countries around the world." + }, + { + "from": "gpt", + "value": "The Great Depression affected countries around the world. But some were hit harder than others. Many historians think the effects of the Great Depression were worst in the United States. There, the Depression lasted for more than ten years.\nIn some other countries, the Depression was much shorter. In Sweden and Germany, for example, the Great Depression ended by 1936. Other countries, like Japan and the Soviet Union, were not strongly affected by the Great Depression. The answer is D." + } + ] + }, + { + "id": "11342", + "image": "11342\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Kaylee's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Kaylee was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Kaylee gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nOptions: (A) whether different types of bacteria would need different nutrients to produce insulin (B) whether she added enough nutrients to help the bacteria produce 20% more insulin (C) whether producing more insulin would help the bacteria grow faster\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "11344", + "image": "11344\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Percy's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPercy used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Percy recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Percy compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.\nOptions: (A) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap? (B) Can pennies hold more drops of pure water or water mixed with hand soap?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "11345", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a cherry pie?\nContext: Select the best estimate.\nOptions: (A) 2 tons (B) 2 ounces (C) 2 pounds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a cherry pie is 2 pounds.\n2 ounces is too light and 2 tons is too heavy. The answer is C." + } + ] + }, + { + "id": "11346", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Shannon acquired this trait?\nContext: Read the description of a trait.\nShannon knows how to grow sunflowers.\nOptions: (A) Last summer, Shannon's neighbor showed her how to grow sunflowers. (B) Both Shannon and her father grow sunflowers. (C) Shannon likes to visit sunflower fields." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "11367", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nThe gardener struggled to tame the () vines.\nContext: N/A\nOptions: (A) overwhelming (B) merciless" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word merciless. It describes the vines as if they were people without mercy. The answer is B." + } + ] + }, + { + "id": "11371", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three sailboats. Which sailboat was moving at the highest speed?\nContext: N/A\nOptions: (A) a sailboat that moved 70kilometers south in 5hours (B) a sailboat that moved 50kilometers south in 5hours (C) a sailboat that moved 65kilometers east in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.\nNotice that each sailboat moved for 5 hours. The sailboat that moved 70 kilometers moved the farthest distance in that time. So, that sailboat must have moved at the highest speed. The answer is A." + } + ] + }, + { + "id": "11373", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) Sphalerite is a solid. It is a pure substance. (B) Paper is not a pure substance. It is a solid. (C) Pyrite is not made by living things. It is formed in nature." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nPyrite is a mineral.\nPaper is not a pure substance. But all minerals are pure substances.\nSo, paper is not a mineral.\nSphalerite is a mineral. The answer is B." + } + ] + }, + { + "id": "11374", + "image": "11374\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?\nContext: Figure: Tongue Point Marine Life Sanctuary.\nTongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.\nOptions: (A) It has no sunlight. It also has daily flooding and draining of seawater. (B) It has daily flooding and draining of seawater. It also has many different types of organisms.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have daily flooding and draining of seawater. They also have many different types of organisms. The answer is B." + } + ] + }, + { + "id": "11380", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nHazel has no school spirit\u2014she never comes to any of our football games.\nContext: N/A\nOptions: (A) red herring: the use of a completely unrelated topic or idea (B) false dichotomy: an argument that presents only two choices when more options exist" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Hazel doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Hazel doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B." + } + ] + }, + { + "id": "11383", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nCindy groaned as her shrill alarm clock ().\nContext: N/A\nOptions: (A) went off (B) sprang to life" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase sprang to life. It describes Cindy's clock as if it were an energetic person. The answer is B." + } + ] + }, + { + "id": "11384", + "image": "11384\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Zach's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nZach used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Zach recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Zach compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.\nOptions: (A) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap? (B) Can pennies hold more drops of pure water or water mixed with hand soap?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "11394", + "conversations": [ + { + "from": "human", + "value": "Is a motorcycle a good or a service?\nContext: N/A\nOptions: (A) a service (B) a good" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether a motorcycle is a good or a service, ask these questions:\nIs a motorcycle something you can touch? Yes.\nIs a motorcycle a job you might pay someone else to do? No.\nSo, a motorcycle is a good. The answer is B." + } + ] + }, + { + "id": "11397", + "conversations": [ + { + "from": "human", + "value": "What does the allusion in this text suggest?\nTroy seems to have the Midas touch. Without any special experience or training, he launched a thriving business and then established a well-respected charity.\nContext: N/A\nOptions: (A) Troy is lazy and uninformed. (B) Troy is successful at all that he does." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion the Midas touch suggests that Troy is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing. The answer is B." + } + ] + }, + { + "id": "11399", + "image": "11399\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Tennessee?\nContext: N/A\nOptions: (A) Knoxville (B) Austin (C) Biloxi (D) Nashville\n" + }, + { + "from": "gpt", + "value": "Nashville is the capital of Tennessee. The answer is D." + } + ] + }, + { + "id": "11400", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Joy investigate with an experiment?\nContext: Joy is outside with her friend on a sunny day. Joy is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:\na black cotton shirt\na white cotton shirt\ntwo identical empty glass jars\ntwo thermometers\nOptions: (A) When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more? (B) When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool? (C) When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "11408", + "image": "11408\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The magnetic force is stronger in Pair 1. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "11416", + "conversations": [ + { + "from": "human", + "value": "How long is a potato?\nContext: Select the best estimate.\nOptions: (A) 16 centimeters (B) 16 kilometers (C) 16 millimeters (D) 16 meters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a potato is 16 centimeters.\n16 millimeters is too short. 16 meters and 16 kilometers are too long. The answer is A." + } + ] + }, + { + "id": "11417", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nSofia asked her mother if she could adopt a cat, and her mother replied, \"It's a definite maybe,\" so Sofia didn't want to get her hopes up.\nContext: N/A\nOptions: (A) oxymoron (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDefinite maybe is a contradiction, because definite describes something that is sure, and maybe refers to something that is unsure. The answer is A." + } + ] + }, + { + "id": "11418", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\n\"I can't believe I tripped,\" Aiden remarked. \"The curb must have ()\".\nContext: N/A\nOptions: (A) jumped out in front of me (B) had an uneven surface" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase jumped out in front of me. It describes the curb as if it were a mischievous, unpredictable person. The answer is A." + } + ] + }, + { + "id": "11421", + "image": "11421\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nChloroform is ().\nContext: The model below represents a molecule of chloroform. Chloroform was once used for pain relief. It is no longer used because it can be dangerous to humans.\nOptions: (A) a compound (B) an elementary substance\n" + }, + { + "from": "gpt", + "value": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. Count the number of chemical elements represented in the model. Then, decide if chloroform is an elementary substance or a compound.\nIn this model, each ball is labeled with C for carbon, H for hydrogen, or Cl for chlorine. So, the model shows you that chloroform is made of three chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, chloroform is a compound. The answer is A." + } + ] + }, + { + "id": "11429", + "image": "11429\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is hornblende a mineral or a rock?\nContext: Hornblende has the following properties:\nfound in nature\npure substance\ndull luster\nfixed crystal structure\nsolid\nnot made by organisms\nOptions: (A) rock (B) mineral\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Hornblende has all the properties of a mineral. So, hornblende is a mineral. The answer is B." + } + ] + }, + { + "id": "11430", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Petunia's genotype for the fleece type gene?\nContext: This passage describes the fleece type trait in sheep:\n\nIn a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele F is for a hairy fleece, and the allele f is for a woolly fleece.\nPetunia, a sheep from this group, has a hairy fleece. Petunia has two alleles for a hairy fleece.\nOptions: (A) FF (B) a hairy fleece" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Petunia has two alleles for a hairy fleece (F). So, Petunia's genotype for the fleece type gene is FF. The answer is A." + } + ] + }, + { + "id": "11434", + "image": "11434\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe volume of Neptune is less than 75% of the volume of Uranus.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus. The answer is A." + } + ] + }, + { + "id": "11445", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that Joseph's mass did not change.\nThe gravitational potential energy stored between Joseph and Earth () as he hiked toward the summit.\nContext: Read the text about a person in motion.\nJoseph hiked up a tall mountain. He followed a trail all the way to the summit.\nOptions: (A) increased (B) stayed the same (C) decreased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Joseph and the center of Earth changed.\nThe summit of the mountain was higher than the point where Joseph started hiking. As he hiked toward the summit, the distance between Joseph and the center of Earth increased. So, the gravitational potential energy stored between Joseph and Earth increased as he hiked toward the summit. The answer is A." + } + ] + }, + { + "id": "11446", + "image": "11446\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Mike's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nMike mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37\u00b0C room. Then, Mike used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nOptions: (A) Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon? (B) Does temperature affect how much bacteria can grow in liquid?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "11453", + "conversations": [ + { + "from": "human", + "value": "Select the bird.\nContext: N/A\nOptions: (A) red-eyed tree frog (B) harbor seal (C) Steller's sea eagle (D) humpback whale" + }, + { + "from": "gpt", + "value": "Birds have feathers, two wings, and a beak. A humpback whale is a mammal. It has hair and feeds its young milk.\nWhales are mammals that live in the ocean. Humpback whales have small hairs that grow from bumps around their mouth.\nA red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\nA red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves.\nA harbor seal is a mammal. It has fur and feeds its young milk.\nSeals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.\nA Steller's sea eagle is a bird. It has feathers, two wings, and a beak.\nSea eagles use their sharp beaks to eat fish and other birds. The answer is C." + } + ] + }, + { + "id": "11454", + "conversations": [ + { + "from": "human", + "value": "Which sentence uses a simile?\nContext: N/A\nOptions: (A) Joe's eyes are as green as emeralds. (B) Joe's eyes are bright green emeralds." + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a simile:\nJoe's eyes are as green as emeralds.\nThe words eyes and emeralds are compared using the word as.\nThis sentence uses a metaphor:\nJoe's eyes are bright green emeralds.\nThe words eyes and emeralds are compared without the word like or as. The answer is A." + } + ] + }, + { + "id": "11457", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) When Erica and her sister flew to Hawaii last month, the airline lost her baggage. (B) The airline lost Erica's baggage when she flew to Hawaii with her sister last month." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun her could refer to Erica's or her sister's.\nWhen Erica and her sister flew to Hawaii last month, the airline lost her baggage.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nThe airline lost Erica's baggage when she flew to Hawaii with her sister last month. The answer is A." + } + ] + }, + { + "id": "11468", + "image": "11468\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Utah?\nContext: N/A\nOptions: (A) Salt Lake City (B) Nashville (C) Boston (D) Salem\n" + }, + { + "from": "gpt", + "value": "Salt Lake City is the capital of Utah. The answer is A." + } + ] + }, + { + "id": "11480", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nsewing an apron\nmixing lettuce and salad dressing\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are chemical changes. (C) Both are only physical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nSewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.\nMixing lettuce and salad dressing is a physical change. Together, the salad and dressing make a mixture. But making this mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "11487", + "conversations": [ + { + "from": "human", + "value": "How long does it take to mow the lawn?\nContext: Select the better estimate.\nOptions: (A) 30 minutes (B) 30 seconds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to mow the lawn is 30 minutes.\n30 seconds is too fast. The answer is A." + } + ] + }, + { + "id": "11489", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nNellie learns about her ancestors in the book.\nContext: N/A\nOptions: (A) past tense (B) present tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now. The answer is B." + } + ] + }, + { + "id": "11496", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a carton of orange juice?\nContext: Select the better estimate.\nOptions: (A) 2 liters (B) 2 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a carton of orange juice is 2 liters.\n2 milliliters is too little. The answer is A." + } + ] + }, + { + "id": "11497", + "conversations": [ + { + "from": "human", + "value": "Which text message is more formal?\nContext: N/A\nOptions: (A) Heads up! Schmidt is here. In the lobby. (B) Ms. Schmidt is already here. She's waiting in the lobby." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Schmidt). The other text message includes more casual language and sentence fragments. The answer is B." + } + ] + }, + { + "id": "11498", + "conversations": [ + { + "from": "human", + "value": "Suppose Mona decides to go on the super starship. Which result would be a cost?\nContext: Mona is deciding which ride to go on at the fair. She can go on either the super starship or the pirate ship. She wants to have as much fun as possible at the fair.\nOptions: (A) Mona will have more fun on the super starship than she would have had on the pirate ship. (B) Mona will spend more ride tickets on the super starship than she would have spent on the pirate ship." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Mona wants or needs:\nMona will spend more ride tickets on the super starship than she would have spent on the pirate ship. The answer is B." + } + ] + }, + { + "id": "11502", + "image": "11502\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to use its neck to appear large and scary to a predator?\nContext: Bearded dragons are lizards. Their predators include owls, eagles, and snakes. The uses its neck to appear large and scary to a predator.\nFigure: bearded dragon.\nOptions: (A) Madagascar day gecko (B) Mozambique spitting cobra\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the bearded dragon.\nWhen frightened, the bearded dragon can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Mozambique spitting cobra has a hood around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe Madagascar day gecko has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator. The answer is B." + } + ] + }, + { + "id": "11505", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nThe humidity is low where Brody lives. So, the air is usually dry.\nContext: N/A\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThe humidity is low where Brody lives. So, the air is usually dry.\nHumidity is the amount of water in the air.\nThis passage tells you about the usual humidity where Brody lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "11509", + "image": "11509\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Boulder (B) Colorado Springs (C) Dallas (D) Denver\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is D." + } + ] + }, + { + "id": "11511", + "conversations": [ + { + "from": "human", + "value": "Last year, 50,000 people lived in the city of Richmond. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Richmond?\nContext: N/A\nOptions: (A) The supply probably went down. (B) The supply probably went up." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Richmond fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Richmond has gone up. So, the supply of houses for sale probably went up, too. The answer is B." + } + ] + }, + { + "id": "11514", + "image": "11514\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) shiny (B) rough (C) fragile\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA fragile object will break into pieces if you drop it. The car bumper and the gold ring are not fragile.\nA rough object feels scratchy when you touch it. The car bumper and the gold ring are not rough.\nThe property that all three objects have in common is shiny. The answer is A." + } + ] + }, + { + "id": "11523", + "image": "11523\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the true statement.\nContext: Plants, animals, and all other organisms need energy from food to live and grow.\n\nHow do organisms get energy from food? Inside an organism's cells, food molecules are broken down and rearranged through chemical reactions. The reactions release chemical energy that the cells can use to power growth and other important cell processes. These processes allow the entire organism to live and grow.\nFigure: a bear getting food.\nOptions: (A) Animals need food, but plants don't. (B) Chemical energy can be used for cell growth.\n" + }, + { + "from": "gpt", + "value": "Chemical energy can be used for cell growth.\nCells can use chemical energy to power many important cell processes, including growth.\nAnimals need food, but plants don't.\nAll organisms need energy from food. Some organisms, including most plants, make their own food.\nMolecules from food can provide energy.\nIn cells, food molecules are broken down and rearranged. These changes release chemical energy. The answer is B." + } + ] + }, + { + "id": "11532", + "image": "11532\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Tanvi's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTanvi poured four ounces of water into each of six glasses. Tanvi dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Tanvi placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Tanvi repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.\nFigure: an egg floating in a glass of salty water.\nOptions: (A) Are eggs more likely to float in fresh water or salty water? (B) Does the amount of water in a glass affect whether eggs sink or float in the water?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "11545", + "conversations": [ + { + "from": "human", + "value": "How long is a soccer field?\nContext: Select the best estimate.\nOptions: (A) 390 inches (B) 390 yards (C) 390 miles (D) 390 feet" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a soccer field is 390 feet.\n390 inches is too short. 390 yards and 390 miles are too long. The answer is D." + } + ] + }, + { + "id": "11546", + "image": "11546\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which part of the pineapple tree do we usually eat?\nContext: People use pineapple trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower.\nOptions: (A) the leaves (B) the root (C) the fruit\n" + }, + { + "from": "gpt", + "value": "The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.\nThe roots take in water and nutrients from the soil. They also hold the plant in place in the soil.\nThe stem supports the plant. It carries food, water, and nutrients through the plant.\nThe leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.\nAfter they are pollinated, the flowers make seeds and fruit.\nThe fruit contain the seeds. Each fruit grows from a pollinated flower.\nThe seeds can grow into a new plant. Germination is when a seed begins to grow. The part of the pineapple tree we usually eat is the fruit. It contains the seeds. The answer is C." + } + ] + }, + { + "id": "11548", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nHe had wasted too many opportunities, and now his last chance was ().\nContext: N/A\nOptions: (A) nearly gone (B) walking out the door" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase walking out the door. It describes the last chance as if it were a person who was leaving a building. The answer is B." + } + ] + }, + { + "id": "11552", + "image": "11552\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of purple particles?\nContext: The diagram below is a model of two solutions. Each purple ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same. The answer is B." + } + ] + }, + { + "id": "11556", + "conversations": [ + { + "from": "human", + "value": "Would you find the word middle on a dictionary page with the following guide words?\nmeadow - mole\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince middle is between the guide words meadow - mole, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "11559", + "image": "11559\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Peary Land ecosystem?\nContext: Figure: Peary Land.\nPeary Land is a tundra ecosystem in northern Greenland. It is part of Northeast Greenland National Park. That park is one of the largest national parks in the world, covering about 375,000 square miles.\nOptions: (A) It has warm summers and cool winters. (B) It has many evergreen trees. (C) It has mostly small plants.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Peary Land ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has mostly small plants. The following statements do not describe Peary Land: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters. It has many evergreen trees. The answer is C." + } + ] + }, + { + "id": "11572", + "image": "11572\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Atlantic Ocean (B) the Indian Ocean (C) the Southern Ocean (D) the Arctic Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is A." + } + ] + }, + { + "id": "11578", + "image": "11578\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) New York (B) Ohio (C) Colorado (D) Mississippi\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New York is farthest east. The answer is A." + } + ] + }, + { + "id": "11581", + "conversations": [ + { + "from": "human", + "value": "How long does it take to fry an egg in a pan?\nContext: Select the better estimate.\nOptions: (A) 5 hours (B) 5 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to fry an egg in a pan is 5 minutes.\n5 hours is too slow. The answer is B." + } + ] + }, + { + "id": "11582", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) fake (B) lake (C) bike" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words fake and lake rhyme. They both end with the ake sound.\nThe word bike does not rhyme. It ends with a different sound. The answer is C." + } + ] + }, + { + "id": "11583", + "image": "11583\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with dumbo ears to offspring with normal ears? Choose the most likely ratio.\nContext: This passage describes the ear type trait in rats:\nSome rats have dumbo ears, which are larger and rounder than normal ears. Dumbo ears are also set on the sides of the rat's head instead of on the top. The word dumbo comes from the name of a cartoon elephant whose ears had a similar appearance.\nIn a group of rats, some individuals have normal ears and others have dumbo ears. In this group, the gene for the ear type trait has two alleles. The allele for normal ears (E) is dominant over the allele for dumbo ears (e).\nThis Punnett square shows a cross between two rats.\nOptions: (A) 3:1 (B) 0:4 (C) 2:2 (D) 4:0 (E) 1:3\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with dumbo ears or normal ears, consider whether each phenotype is the dominant or recessive allele's version of the ear type trait. The question tells you that the E allele, which is for normal ears, is dominant over the e allele, which is for dumbo ears.\nDumbo ears is the recessive allele's version of the ear type trait. A rat with the recessive version of the ear type trait must have only recessive alleles for the ear type gene. So, offspring with dumbo ears must have the genotype ee.\nThere are 0 boxes in the Punnett square with the genotype ee.\nNormal ears is the dominant allele's version of the ear type trait. A rat with the dominant version of the ear type trait must have at least one dominant allele for the ear type gene. So, offspring with normal ears must have the genotype EE or Ee.\nAll 4 boxes in the Punnett square have the genotype EE or Ee.\nSo, the expected ratio of offspring with dumbo ears to offspring with normal ears is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with dumbo ears. Instead, this cross is expected to always produce offspring with normal ears. The answer is B." + } + ] + }, + { + "id": "11589", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Tora's phenotype for the coat pattern trait?\nContext: In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a spotted coat, and the allele a is for a black coat.\nTora, a leopard from this group, has a black coat. Tora has two alleles for a black coat.\nOptions: (A) aa (B) a black coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Tora's observable version of the coat pattern trait is a black coat. So, Tora's phenotype for the coat pattern trait is a black coat. The answer is B." + } + ] + }, + { + "id": "11590", + "image": "11590\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's scientific name?\nContext: This organism is Caprimulgus europaeus. It is also called a European nightjar.\nOptions: (A) European nightjar (B) Caprimulgus europaeus\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Caprimulgus europaeus is written in italics. The first word is capitalized, and the second word is not.\nSo, Caprimulgus europaeus is the scientific name. The answer is B." + } + ] + }, + { + "id": "11591", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Shelby acquired this trait?\nContext: Read the description of a trait.\nShelby knows a lot about history.\nOptions: (A) Shelby is most interested in American history. (B) Shelby learned history by reading." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "11593", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Kangaroos hop and swim. (B) Cherry trees can grow white or pink flowers." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A kangaroo is an animal. It hops and swims.\nKangaroos hop to move around. They use their large tails for balance while hopping.\nA cherry tree is a plant. It can grow white or pink flowers.\nMany types of cherry trees come from Japan. Some of these trees have flowers, but no cherries! The answer is A." + } + ] + }, + { + "id": "11596", + "image": "11596\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material are these marbles made of?\nContext: N/A\nOptions: (A) glass (B) cardboard\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the marbles.\nThe marbles are made of glass.\nHow are marbles made? First, glass is heated until it gets very soft. Next, the soft glass is rolled into balls. The glass balls slowly cool and form marbles. The answer is A." + } + ] + }, + { + "id": "11597", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nLena has naturally straight hair.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Some humans are born with naturally straight hair. Others are born with naturally curly hair. Straight and curly are examples of hair texture.\nSome people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait. The answer is B." + } + ] + }, + { + "id": "11599", + "image": "11599\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Delaware (B) Florida (C) Rhode Island (D) Maine\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Florida is farthest west. The answer is B." + } + ] + }, + { + "id": "11603", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nIt has not rained in over a week at Ian's house.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt has not rained in over a week at Ian's house.\nThis passage tells you about the precipitation last week at Ian's house. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "11605", + "image": "11605\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's neck is also adapted for reaching high branches?\nContext: Gerenuk eat leaves and twigs. The 's neck is adapted for reaching branches that are high above the ground.\nFigure: gerenuk.\nOptions: (A) bison (B) giraffe\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the gerenuk.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe giraffe has a long neck. Its neck is adapted for reaching high branches.\nThe bison has a short neck. Its neck is not adapted for reaching high branches. The bison eats mostly grass. The answer is B." + } + ] + }, + { + "id": "11606", + "image": "11606\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Utah?\nContext: N/A\nOptions: (A) Richmond (B) Provo (C) Phoenix (D) Salt Lake City\n" + }, + { + "from": "gpt", + "value": "Salt Lake City is the capital of Utah. The answer is D." + } + ] + }, + { + "id": "11607", + "image": "11607\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Pacific Ocean (B) the Arctic Ocean (C) the Indian Ocean (D) the Atlantic Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is A." + } + ] + }, + { + "id": "11608", + "image": "11608\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) transparent (B) bouncy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The glass bottle is not bouncy.\nYou can see clearly through a transparent object. The glass bottle is transparent. The answer is A." + } + ] + }, + { + "id": "11609", + "image": "11609\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.\nContext: The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.\nOptions: (A) to the right than to the left (B) to the left than to the right\n" + }, + { + "from": "gpt", + "value": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. The answer is A." + } + ] + }, + { + "id": "11613", + "image": "11613\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution A (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles. The answer is C." + } + ] + }, + { + "id": "11639", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nMorning clouds usually clear up by noon where Leo lives.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nMorning clouds usually clear up by noon where Leo lives.\nThis passage tells you about the usual pattern of clouds where Leo lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "11643", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) snowy owl (B) peacock butterfly (C) bess beetle (D) Caribbean spiny lobster" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA Caribbean spiny lobster is a crustacean. Like other crustaceans, a Caribbean spiny lobster is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA snowy owl is a bird. Like other birds, a snowy owl is a vertebrate. It has a backbone.\nA peacock butterfly is an insect. Like other insects, a peacock butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is A." + } + ] + }, + { + "id": "11656", + "image": "11656\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Neil and Darnell trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNeil and Darnell open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Neil wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Darnell can trade his almonds for Neil's tomatoes. (B) Darnell can trade his broccoli for Neil's oranges. (C) Neil can trade his tomatoes for Darnell's sandwich. (D) Neil can trade his tomatoes for Darnell's broccoli.\n" + }, + { + "from": "gpt", + "value": "Neil wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the labeled part of the images.\nNeil has tomatoes. Darnell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D." + } + ] + }, + { + "id": "11663", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Guardians of the Galaxy was the most enjoyable film of 2014. (B) Guardians of the Galaxy was released in theaters on July 24, 2014." + }, + { + "from": "gpt", + "value": "Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThis statement is a fact. The statement can be verified by researching and comparing the height of each man.\nStatements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThis statement is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The first sentence states a fact. It can be verified by looking up the movie's date.\nGuardians of the Galaxy was released in theaters on July 24, 2014.\nThe second sentence states an opinion. The most enjoyable indicates a personal judgment.\nGuardians of the Galaxy was the most enjoyable film of 2014. The answer is B." + } + ] + }, + { + "id": "11664", + "image": "11664\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Olympia (B) Salt Lake City (C) Nampa (D) Springfield\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is A." + } + ] + }, + { + "id": "11670", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Martha acquired this trait?\nContext: Read the description of a trait.\nMartha knows how to knit sweaters.\nOptions: (A) Martha knits sweaters using cotton, wool, and other types of yarn. (B) Martha learned how to knit in an after school program." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "11675", + "image": "11675\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Papua New Guinea (B) New Zealand (C) Australia (D) Nauru\n" + }, + { + "from": "gpt", + "value": "This country is New Zealand. The answer is B." + } + ] + }, + { + "id": "11688", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Danny inherited this trait?\nContext: Read the description of a trait.\nDanny has pale skin.\nOptions: (A) Danny and his father both have dark hair. (B) Danny's parents have pale skin. They passed down this trait to Danny." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "11690", + "image": "11690\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "11695", + "image": "11695\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Georgia (B) Kentucky (C) New Mexico (D) Arkansas\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Kentucky is farthest north. The answer is B." + } + ] + }, + { + "id": "11696", + "image": "11696\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Jennifer and Melissa trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJennifer and Melissa open their lunch boxes in the school cafeteria. Neither Jennifer nor Melissa got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJennifer's lunch Melissa's lunch\nOptions: (A) Jennifer can trade her tomatoes for Melissa's carrots. (B) Melissa can trade her broccoli for Jennifer's oranges. (C) Melissa can trade her almonds for Jennifer's tomatoes. (D) Jennifer can trade her tomatoes for Melissa's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nJennifer wants broccoli. Melissa wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "11715", + "image": "11715\\image.png", + "conversations": [ + { + "from": "human", + "value": "Can Rhizophora mangle cells make their own food?\nContext: This organism is Rhizophora mangle. It is a member of the plant kingdom.\nRhizophora mangle is commonly called a red mangrove. Red mangrove trees grow in or near water. They have strong roots that help prop, or hold, them up. These roots are also aerial, which means that they can grow above the ground. So, the red mangrove roots are called aerial prop roots.\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Rhizophora mangle is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis. The answer is B." + } + ] + }, + { + "id": "11728", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) As a geneticist, Jackie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field. (B) As a geneticist, Jackie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Jackie dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Jackie enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "11733", + "image": "11733\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) smooth (B) translucent (C) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The rubber ball and the silver ring are not translucent.\nYou can see clearly through a transparent object. The magnifying glass is transparent, but the rubber ball and the silver ring are not.\nA smooth object is not scratchy or rough. All four objects are smooth.\nThe property that all four objects have in common is smooth. The answer is A." + } + ] + }, + { + "id": "11734", + "conversations": [ + { + "from": "human", + "value": "Select the plant.\nContext: N/A\nOptions: (A) Salmon swim in the water. (B) Banana trees have large leaves. (C) Koalas eat leaves. (D) Peregrine falcons walk and fly." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A peregrine falcon is an animal. It walks and flies.\nA peregrine falcon can fly very fast. It is the fastest animal in the world!\nA salmon is an animal. It swims in the water.\nUnlike most other fish, salmon can live in both freshwater and seawater.\nA koala is an animal. It eats leaves.\nKoalas spend most of their time in trees. They sleep for up to 20 hours a day!\nA banana tree is a plant. It has large leaves.\nThe leaves on a banana tree can be up to nine feet long! The answer is B." + } + ] + }, + { + "id": "11736", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more negative connotation?\nContext: N/A\nOptions: (A) an employee (B) an underling" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. An underling has a more negative connotation. Underling and employee both denote a person who works for someone else. However, employee is the standard term, while underling is an insulting term that emphasizes a person's lower status. The answer is B." + } + ] + }, + { + "id": "11738", + "image": "11738\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Tibetan Plateau ecosystem?\nContext: Figure: Tibetan Plateau.\nThe Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India. The plateau is over 14,800 feet high and is surrounded by many mountain ranges.\nOptions: (A) It has warm summers and cool winters. (B) It has soil that is frozen year-round.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has soil that is frozen year-round. It has mostly small plants. The following statement does not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters. The answer is B." + } + ] + }, + { + "id": "11745", + "image": "11745\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following best describes a community in the Great Sand Dunes?\nContext: Read the passage. Then answer the question below.\n\nThe tallest sand dunes in North America are in Colorado. In this desert region, the top few inches of sand are usually dry, but the lower layers remain moist year-round.\nOrd's kangaroo rats spend their entire lives in these dunes. They collect seeds from grasses and prairie sunflowers, and then bury the seeds in the moist layers of sand. Later, the rats come back to eat their buried seeds. The seeds absorb enough moisture from the sand that the kangaroo rats never need to drink water!\nFigure: Great Sand Dunes National Park and Preserve in Colorado.\nOptions: (A) the grasses and the prairie sunflowers (B) the Ord's kangaroo rats (C) the grasses, the water, and the sand dunes\n" + }, + { + "from": "gpt", + "value": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem. The answer is A." + } + ] + }, + { + "id": "11756", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nDaniel is a real Benedict Arnold. After promising to work on my campaign for class president, he decided to support my opponent.\nContext: N/A\nOptions: (A) allusion (B) simile" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nBenedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British. The answer is A." + } + ] + }, + { + "id": "11757", + "image": "11757\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The magnetic force is stronger in Pair 1. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "11758", + "image": "11758\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is A." + } + ] + }, + { + "id": "11761", + "image": "11761\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Florida?\nContext: N/A\nOptions: (A) Oklahoma City (B) Orlando (C) Tallahassee (D) Tampa\n" + }, + { + "from": "gpt", + "value": "Tallahassee is the capital of Florida. The answer is C." + } + ] + }, + { + "id": "11768", + "image": "11768\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted for climbing trees?\nContext: Crested black macaques live in the rain forests of Indonesia. They climb trees to find food and shelter. The macaque's hands and feet are adapted for climbing trees.\nFigure: crested black macaque.\nOptions: (A) bare-eared squirrel monkey (B) chital\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the crested black macaque.\nThe crested black macaque has long fingers and toes. It is adapted for climbing trees. The crested black macaque uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe chital has four hoofed feet. It is not adapted for climbing trees. The chital uses its feet to walk and run. The answer is A." + } + ] + }, + { + "id": "11772", + "image": "11772\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "11773", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nSenator Serrano isn't lying when she says she cares about her constituents\u2014she wouldn't lie to people she cares about.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) false dichotomy: an argument that presents only two choices when more options exist (C) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Serrano isn't lying about caring for her constituents because she doesn't lie to people she cares about. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A." + } + ] + }, + { + "id": "11777", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Open and honest communication is the foundation of a healthy relationship. (B) I can translate these French words for you, or you can use an online dictionary." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nI can translate these French words for you, or you can use an online dictionary. The answer is B." + } + ] + }, + { + "id": "11784", + "image": "11784\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Ryan lit the charcoal in his grill to cook two identical salmon. He put one fish on the left half of the grill and one fish on the right half of the grill. This table shows how the temperature of each salmon changed over 6minutes.\nOptions: (A) each salmon . . . the surroundings (B) the surroundings . . . each salmon\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon. The answer is B." + } + ] + }, + { + "id": "11799", + "image": "11799\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement is true about the average monthly precipitation in Charlotte?\nContext: Use the graph to answer the question below.\nOptions: (A) January is the month with the highest average precipitation. (B) Precipitation does not change much from month to month. (C) Charlotte has a rainy season and a dry season.\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Charlotte, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"Charlotte has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has some rain, and there is no dry season. So, Charlotte does not have a rainy season and a dry season.\nChoice \"January is the month with the highest average precipitation.\" is incorrect.\nSeveral other months have a slightly higher average precipitation than January.\nChoice \"Precipitation does not change much from month to month.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year. The answer is B." + } + ] + }, + { + "id": "11802", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Bryce inherited this trait?\nContext: Read the description of a trait.\nBryce has blue eyes.\nOptions: (A) Bryce likes to wear a blue sweater to match his blue eyes. (B) Bryce's mother has blue eyes. She passed this trait down to Bryce." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "11805", + "image": "11805\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Michigan (B) New York (C) North Dakota (D) California\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south. The answer is D." + } + ] + }, + { + "id": "11815", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nThe museum's new gemstones and precious minerals exhibit needs more security guards. If you don't agree, then you must be planning to steal a piece of the exhibit.\nContext: N/A\nOptions: (A) false dichotomy: an argument that presents only two choices when more options exist (B) ad hominem: a personal attack against one's opponent" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that you're a thief if you don't agree that museum security measures must be increased. However, you may have a variety of reasons for not wanting to increase museum security. This illustrates a type of logical fallacy known as a false dichotomy. The answer is A." + } + ] + }, + { + "id": "11817", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\nMr. Dudley is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren.\nContext: N/A\nOptions: (A) Mr. Dudley is old. (B) Mr. Dudley lives near his family." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism golden years indicates that Mr. Dudley is old. Golden years is a nicer way of referring to old age. The answer is A." + } + ] + }, + { + "id": "11818", + "image": "11818\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Kiribati (B) Solomon Islands (C) the Marshall Islands (D) the Federated States of Micronesia\n" + }, + { + "from": "gpt", + "value": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is C." + } + ] + }, + { + "id": "11819", + "image": "11819\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is granite a mineral?\nContext: Granite has the following properties:\nnot made by living things\nno fixed crystal structure\nnaturally occurring\nnot a pure substance\nsolid\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Granite does not have all the properties of a mineral. So, granite is not a mineral. The answer is A." + } + ] + }, + { + "id": "11825", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) Here come the Littles (B) Here Come the Littles" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word the is not important, so it should not be capitalized.\nThe correct title is Here Come the Littles. The answer is B." + } + ] + }, + { + "id": "11829", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a floor lamp?\nContext: Select the best estimate.\nOptions: (A) 10 tons (B) 10 pounds (C) 10 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a floor lamp is 10 pounds.\n10 ounces is too light and 10 tons is too heavy. The answer is B." + } + ] + }, + { + "id": "11845", + "conversations": [ + { + "from": "human", + "value": "Select the savanna grassland ecosystem.\nContext: N/A\nOptions: (A) This ecosystem has:\nwarm summers and warm winters\na rainy season and a dry season\nsoil that is poor in nutrients (B) This ecosystem has:\nyear-round rain and warm temperatures\nsoil that is poor in nutrients\nmany different types of organisms (C) This ecosystem has:\nlong, cold winters and short, cool summers\nmany evergreen trees\nsoil that is poor in nutrients" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A savanna grassland is a type of ecosystem. It has warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients.\nChoice 1 is a savanna grassland ecosystem. It is covered in grasses and has a dry season and a wet season.\nChoice 2 is a taiga ecosystem. It has many evergreen trees. It also has long, cold winters and short, cool summers.\nChoice 3 is a tropical rain forest ecosystem. It has year-round rain and soil that is poor in nutrients. The answer is A." + } + ] + }, + { + "id": "11849", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nMr. Vincent gave a lecture on water conservation, during which he stressed the importance of not watering lawns during a drought.\nContext: N/A\nOptions: (A) exclamatory (B) declarative (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is B." + } + ] + }, + { + "id": "11860", + "image": "11860\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) sticky (B) bouncy (C) stretchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. All three objects are sticky.\nA stretchy object gets longer when you pull on it. The ice cream sundae and the ice pop are not stretchy.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is sticky. The answer is A." + } + ] + }, + { + "id": "11862", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nKate and Lucy win the game every time.\nContext: N/A\nOptions: (A) future tense (B) past tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, win. The verb tells you about something that is true or happening now. The answer is C." + } + ] + }, + { + "id": "11866", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a can of soda pop?\nContext: Select the better estimate.\nOptions: (A) 310 milliliters (B) 310 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a can of soda pop is 310 milliliters.\n310 liters is too much. The answer is A." + } + ] + }, + { + "id": "11868", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a pair of goggles?\nContext: Select the better estimate.\nOptions: (A) 60 grams (B) 60 kilograms" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a pair of goggles is 60 grams.\n60 kilograms is too heavy. The answer is A." + } + ] + }, + { + "id": "11874", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Skippy's phenotype for the body hair trait?\nContext: In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairy body (B) is dominant over the allele for a hairless body (b).\nSkippy is a deer mouse from this group. Skippy has the homozygous genotype bb for the body hair gene.\nOptions: (A) a hairy body (B) a hairless body" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Skippy's genotype for the body hair gene is bb. Skippy's genotype of bb has only b alleles. The b allele is for a hairless body. So, Skippy's phenotype for the body hair trait must be a hairless body.\nTo check this answer, consider whether Skippy's alleles are dominant or recessive. The allele for a hairy body (B) is dominant over the allele for a hairless body (b). This means B is a dominant allele, and b is a recessive allele.\nSkippy's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Skippy's phenotype for the body hair trait must be a hairless body. The answer is B." + } + ] + }, + { + "id": "11881", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Mars's atmosphere is not thick enough to trap the sun's heat, so the planet gets quite cold. (B) Mars gets real cold because its atmosphere does not trap the sun's heat." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is A." + } + ] + }, + { + "id": "11886", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Tara acquired this trait?\nContext: Read the description of a trait.\nTara knows how to grow sunflowers.\nOptions: (A) Tara likes to visit sunflower fields. (B) Both Tara and her father grow sunflowers. (C) Last summer, Tara's neighbor showed her how to grow sunflowers." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "11890", + "image": "11890\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Tennessee?\nContext: N/A\nOptions: (A) Nashville (B) Knoxville (C) Memphis (D) Indianapolis\n" + }, + { + "from": "gpt", + "value": "Nashville is the capital of Tennessee. The answer is A." + } + ] + }, + { + "id": "11892", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Trisha's genotype for the sickle-cell disease gene?\nContext: This passage describes the sickle-cell disease trait in humans:\n\nIn a group of humans, some individuals have sickle-cell disease and others do not. In this group, the gene for the sickle-cell disease trait has two alleles. The allele A is for not having sickle-cell disease, and the allele a is for having sickle-cell disease.\nTrisha, a human from this group, has sickle-cell disease. Trisha has two alleles for having sickle-cell disease.\nOptions: (A) having sickle-cell disease (B) aa" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Trisha has two alleles for having sickle-cell disease (a). So, Trisha's genotype for the sickle-cell disease gene is aa. The answer is B." + } + ] + }, + { + "id": "11897", + "image": "11897\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Mississippi?\nContext: N/A\nOptions: (A) Harrisburg (B) Biloxi (C) Jackson (D) Rapid City\n" + }, + { + "from": "gpt", + "value": "Jackson is the capital of Mississippi. The answer is C." + } + ] + }, + { + "id": "11901", + "conversations": [ + { + "from": "human", + "value": "Select the liquid.\nContext: N/A\nOptions: (A) umbrella (B) rain (C) plate (D) helium" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Rain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.\nA plate is a solid. If someone drops a plate, it may break into pieces. But each piece will still have a size and shape of its own.\nAn umbrella is a solid. A solid has a size and shape of its own. When you open an umbrella, it still has a size and shape of its own.\nHelium is a gas. A gas expands to fill a space. Helium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will expand into the space around the balloon. The answer is B." + } + ] + }, + { + "id": "11917", + "image": "11917\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Georgia?\nContext: N/A\nOptions: (A) Augusta (B) Lincoln (C) Jackson (D) Atlanta\n" + }, + { + "from": "gpt", + "value": "Atlanta is the capital of Georgia. The answer is D." + } + ] + }, + { + "id": "11921", + "image": "11921\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maine?\nContext: N/A\nOptions: (A) Montpelier (B) Providence (C) Augusta (D) Portland\n" + }, + { + "from": "gpt", + "value": "Augusta is the capital of Maine. The answer is C." + } + ] + }, + { + "id": "11922", + "image": "11922\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) sticky (B) salty\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. Both objects are salty.\nA sticky object can stick to other things. Neither of the objects are sticky.\nThe property that both objects have in common is salty. The answer is B." + } + ] + }, + { + "id": "11923", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Shawn investigate with an experiment?\nContext: Shawn and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:\nthree different types of tomato seeds\none bag of potting soil\nfive identical clay pots\nwater\nOptions: (A) Which of the three types of tomato seeds sprouts the fastest? (B) Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot? (C) Which type of soil will cause a certain kind of tomato plant to grow the most fruit?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "11925", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nBreaking a plate is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Breaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter. The answer is A." + } + ] + }, + { + "id": "11926", + "image": "11926\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Indiana?\nContext: N/A\nOptions: (A) Indianapolis (B) Lansing (C) Fort Wayne (D) Springfield\n" + }, + { + "from": "gpt", + "value": "Indianapolis is the capital of Indiana. The answer is A." + } + ] + }, + { + "id": "11928", + "image": "11928\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is granite a mineral or a rock?\nContext: Granite has the following properties:\nno fixed crystal structure\nnot made by organisms\nsolid\nnot a pure substance\ncoarse-grained texture\nfound in nature\nOptions: (A) mineral (B) rock\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! The properties of granite match the properties of a rock. So, granite is a rock. The answer is B." + } + ] + }, + { + "id": "11930", + "image": "11930\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of West Virginia?\nContext: N/A\nOptions: (A) Huntington (B) Pierre (C) Charleston (D) Austin\n" + }, + { + "from": "gpt", + "value": "Charleston is the capital of West Virginia. The answer is C." + } + ] + }, + { + "id": "11931", + "conversations": [ + { + "from": "human", + "value": "Which invitation is more formal?\nContext: N/A\nOptions: (A) You are cordially invited to a dinner party as an expression of our appreciation. (B) You're invited to a dinner party because we want to say \"Thanks!\"" + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first invitation is more formal. It uses more elevated language (cordially, expression of our appreciation). The other invitation uses contractions (you're) and sounds more conversational (thanks). The answer is A." + } + ] + }, + { + "id": "11932", + "image": "11932\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the pickerel frog.\nContext: This organism is a pickerel frog. Its scientific name is Lithobates palustris.\nOptions: (A) Lithobates catesbeianus (B) Agalychnis callidryas (C) Bufo guttatus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A pickerel frog's scientific name is Lithobates palustris. The first word of its scientific name is Lithobates.\nLithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Lithobates palustris are in the same genus.\nAgalychnis callidryas is in the genus Agalychnis. The first word of its scientific name is Agalychnis. So, Agalychnis callidryas and Lithobates palustris are not in the same genus.\nBufo guttatus is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo guttatus and Lithobates palustris are not in the same genus. The answer is A." + } + ] + }, + { + "id": "11934", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Brianna acquired this trait?\nContext: Read the description of a trait.\nBrianna has a scar on her left leg.\nOptions: (A) Some scars fade more quickly than others. (B) Brianna's scar was caused by an accident. She cut her leg when she was climbing a tree." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "11936", + "image": "11936\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Tennessee?\nContext: N/A\nOptions: (A) Honolulu (B) Nashville (C) Little Rock (D) Memphis\n" + }, + { + "from": "gpt", + "value": "Nashville is the capital of Tennessee. The answer is B." + } + ] + }, + { + "id": "11942", + "image": "11942\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Lake Titicaca.\nLake Titicaca is a large, deep lake on the border between Peru and Bolivia. Dry, windy conditions are common each year in June, July, and August.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nLake Titicaca is a large, deep lake on the border between Peru and Bolivia. Dry, windy conditions are common each year in June, July, and August.\nThe underlined part of the passage tells you about the usual wind patterns at Lake Titicaca. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "11943", + "conversations": [ + { + "from": "human", + "value": "Select the liquid.\nContext: N/A\nOptions: (A) rag doll (B) eraser (C) arrowhead (D) vinegar" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. An arrowhead is a solid. A solid has a size and shape of its own. An arrowhead is made of rock.\nAn eraser is a solid. You can bend an eraser. But it will still have a size and shape of its own.\nVinegar is a liquid. A liquid takes the shape of any container it is in. If you pour vinegar into a different container, the vinegar will take the shape of that container. But the vinegar will still take up the same amount of space.\nA rag doll is a solid. A solid has a size and shape of its own. When you hold a rag doll in your hands, the rag doll still has a size and shape of its own. The answer is D." + } + ] + }, + { + "id": "11946", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nLogan's recent behavior made his parents begin to see his friend Ted as some sort of Svengali.\nContext: N/A\nOptions: (A) literature (B) modern history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Svengali is literature.\nIn George du Maurier's novel Trilby, Svengali is a hypnotist who exerts such power over the central character that she is suddenly able to sing, which she was unable to do before.\nThe allusion Svengali means a person with an unduly strong influence over someone else. The answer is A." + } + ] + }, + { + "id": "11948", + "image": "11948\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alabama?\nContext: N/A\nOptions: (A) Montgomery (B) Birmingham (C) Little Rock (D) Raleigh\n" + }, + { + "from": "gpt", + "value": "Montgomery is the capital of Alabama. The answer is A." + } + ] + }, + { + "id": "11954", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Henry acquired this trait?\nContext: Read the description of a trait.\nHenry is good at identifying fish.\nOptions: (A) Henry was not born knowing how to identify different fish. He had to learn this skill. (B) Henry has two pet fish. The fish live in a fish tank together." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "11955", + "image": "11955\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Southern Ocean (B) the Indian Ocean (C) the Atlantic Ocean (D) the Pacific Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is D." + } + ] + }, + { + "id": "11963", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nWhere Rita lives, winds blowing from the northeast are rare in July.\nContext: N/A\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Rita lives, winds blowing from the northeast are rare in July.\nThis passage tells you about the usual wind pattern where Rita lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "11964", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nSenator Swift announced today that she plans to cut funding to early childhood education programs. The last thing we need is a government official who hates children!\nContext: N/A\nOptions: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Swift hates children, because she wants to cut education funding. However, the fact that Senator Swift wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man. The answer is A." + } + ] + }, + { + "id": "11975", + "image": "11975\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arizona?\nContext: N/A\nOptions: (A) Olympia (B) Phoenix (C) Tucson (D) Santa Fe\n" + }, + { + "from": "gpt", + "value": "Phoenix is the capital of Arizona. The answer is B." + } + ] + }, + { + "id": "11983", + "image": "11983\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Connecticut (B) Georgia (C) Indiana (D) North Carolina\n" + }, + { + "from": "gpt", + "value": "The colony is North Carolina. The answer is D." + } + ] + }, + { + "id": "11984", + "conversations": [ + { + "from": "human", + "value": "How long is a potato?\nContext: Select the better estimate.\nOptions: (A) 8 inches (B) 8 feet" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. The better estimate for the length of a potato is 8 inches.\n8 feet is too long. The answer is A." + } + ] + }, + { + "id": "11986", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more negative connotation?\nContext: N/A\nOptions: (A) a slender animal (B) a scrawny animal" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A scrawny animal has a more negative connotation. A scrawny animal is too thin. A slender animal is thin in a graceful way. The answer is B." + } + ] + }, + { + "id": "11988", + "image": "11988\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a fruit fly produced by this cross will have normal wings?\nContext: This passage describes the wing type trait in fruit flies:\nSome scientists breed fruit flies to learn how traits are inherited. These scientists often use flies with vestigial wings, which are shorter and stubbier than normal wings. Fruit flies with vestigial wings cannot fly, so they are easier for scientists to handle and study.\nIn a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele for vestigial wings (n) is recessive to the allele for normal wings (N).\nThis Punnett square shows a cross between two fruit flies.\nOptions: (A) 1/4 (B) 3/4 (C) 2/4 (D) 0/4 (E) 4/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is E." + } + ] + }, + { + "id": "11990", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nWhat we need in the United States is not division; what we need in the United States is not hatred; what we need in the United States is not violence and lawlessness . . .\n\u2014Senator Robert Kennedy, speaking on the death of Martin Luther King, Jr.\nContext: N/A\nOptions: (A) hyperbole (B) anaphora" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nKennedy repeats the words what we need in the United States at the beginning of each clause. The answer is B." + } + ] + }, + { + "id": "11992", + "image": "11992\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "11995", + "image": "11995\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak.\nBirds are warm-blooded. Warm-blooded animals can control their body temperature.\nA bald eagle is an example of a bird.\nOptions: (A) ocean sunfish (B) water buffalo (C) penguin (D) common toad\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A penguin is a bird. It has feathers, two wings, and a beak.\nPenguins live near water. Penguins cannot fly! They use their wings to swim.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA common toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nAn ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun. The answer is C." + } + ] + }, + { + "id": "12008", + "image": "12008\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Bruce's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nBruce was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Bruce needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Bruce installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.\nFigure: installing solar panels on a roof.\nOptions: (A) which side of the roof got more sun over one day (B) how many solar panels could fit on each side of the roof (C) the amount of sunlight the roof would get throughout the year\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "12011", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Kiki's phenotype for the whisker type trait?\nContext: In a group of Syrian hamsters, some individuals have straight whiskers and others have curved whiskers. In this group, the gene for the whisker type trait has two alleles. The allele for curved whiskers (h) is recessive to the allele for straight whiskers (H).\nKiki is a Syrian hamster from this group. Kiki has the heterozygous genotype Hh for the whisker type gene.\nOptions: (A) straight whiskers (B) curved whiskers" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Kiki's phenotype for the whisker type trait. First, consider the alleles in Kiki's genotype for the whisker type gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for curved whiskers (h) is recessive to the allele for straight whiskers (H). This means H is a dominant allele, and h is a recessive allele.\nKiki's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Kiki's phenotype for the whisker type trait must be straight whiskers. The answer is A." + } + ] + }, + { + "id": "12016", + "image": "12016\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of purple particles?\nContext: The diagram below is a model of two solutions. Each purple ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution B (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles. The answer is B." + } + ] + }, + { + "id": "12021", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJordan plays golf.\nContext: Hint: Playing golf takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait. The answer is B." + } + ] + }, + { + "id": "12023", + "conversations": [ + { + "from": "human", + "value": "Which is a simple sentence?\nContext: N/A\nOptions: (A) Clayton can iron this shirt, or he can wear a different one. (B) Every winter my father grows a thick beard." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the simple sentence. It has one subject and predicate.\nEvery winter my father grows a thick beard. The answer is B." + } + ] + }, + { + "id": "12026", + "image": "12026\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maine (B) Connecticut (C) Delaware (D) Pennsylvania\n" + }, + { + "from": "gpt", + "value": "The colony is Delaware. The answer is C." + } + ] + }, + { + "id": "12031", + "image": "12031\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the arrows, which of the following organisms is a producer?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) lichen (B) barren-ground caribou\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.\nThe lichen does not have an arrow pointing to it. So, the lichen is a producer.\nThe barren-ground caribou has an arrow pointing to it from the lichen. So, the barren-ground caribou is a consumer, not a producer. The answer is A." + } + ] + }, + { + "id": "12033", + "image": "12033\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a budgerigar parakeet produced by this cross will be heterozygous for the body feather color gene?\nContext: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for green body feathers (B) is dominant over the allele for blue body feathers (b).\nThis Punnett square shows a cross between two budgerigar parakeets.\nOptions: (A) 4/4 (B) 2/4 (C) 3/4 (D) 1/4 (E) 0/4\n" + }, + { + "from": "gpt", + "value": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is B." + } + ] + }, + { + "id": "12034", + "image": "12034\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Oklahoma City (B) Boise (C) Baton Rouge (D) Nampa\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is B." + } + ] + }, + { + "id": "12047", + "conversations": [ + { + "from": "human", + "value": "Last year, there were seven men's clothing stores on Main Street in Yardley. This year, there are only three. What probably happened to the overall supply of men's shirts in Yardley?\nContext: N/A\nOptions: (A) The supply probably went down. (B) The supply probably went up." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is A." + } + ] + }, + { + "id": "12054", + "image": "12054\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Hampshire?\nContext: N/A\nOptions: (A) Montgomery (B) Concord (C) Manchester (D) Jackson\n" + }, + { + "from": "gpt", + "value": "Concord is the capital of New Hampshire. The answer is B." + } + ] + }, + { + "id": "12056", + "image": "12056\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Maya's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nMaya planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Maya watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.\nOptions: (A) Do radish plants grown under bright light have more leaves than radish plants grown under dim light? (B) Do radishes grown under bright light get bigger than radishes grown under dim light?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "12064", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nLeaves changing color in the fall is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Leaves changing color is a chemical change. Leaves contain a chemical called chlorophyll that makes them green. In the fall, the chlorophyll in the leaves changes into a different type of matter. The answer is B." + } + ] + }, + { + "id": "12068", + "conversations": [ + { + "from": "human", + "value": "Would you find the word hind on a dictionary page with the following guide words?\nheart - hood\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince hind is between the guide words heart - hood, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "12072", + "image": "12072\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nOptions: (A) Solution A (B) neither; their concentrations are the same (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same. The answer is B." + } + ] + }, + { + "id": "12083", + "image": "12083\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month has the highest average precipitation in Santiago?\nContext: Use the graph to answer the question below.\nOptions: (A) August (B) June (C) March\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Santiago, look at the graph.\nChoice \"Mar\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Aug\" is incorrect.\nJune has an average monthly precipitation of about 80 millimeters. This is higher than in any other month. So, June has the highest average precipitation. The answer is B." + } + ] + }, + { + "id": "12096", + "image": "12096\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Asia (B) Antarctica (C) South America (D) Africa\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Africa. The answer is D." + } + ] + }, + { + "id": "12100", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nMartin can drive a car.\nContext: Hint: Driving well takes practice.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait. The answer is A." + } + ] + }, + { + "id": "12103", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nGive Bobby a tour of the building and then take him to Mr. Owen's office.\nContext: N/A\nOptions: (A) imperative (B) exclamatory (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period. The answer is A." + } + ] + }, + { + "id": "12105", + "image": "12105\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does Rhizophora mangle have cells that have a nucleus?\nContext: This organism is Rhizophora mangle. It is a member of the plant kingdom.\nRhizophora mangle is commonly called a red mangrove. Red mangrove trees grow in or near water. They have strong roots that help prop, or hold, them up. These roots are also aerial, which means that they can grow above the ground. So, the red mangrove roots are called aerial prop roots.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Rhizophora mangle is a plant. Plant cells have a nucleus. The answer is A." + } + ] + }, + { + "id": "12116", + "image": "12116\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) sample A (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "12117", + "image": "12117\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) New Zealand (B) Palau (C) the Marshall Islands (D) Papua New Guinea\n" + }, + { + "from": "gpt", + "value": "This country is New Zealand. The answer is A." + } + ] + }, + { + "id": "12123", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nwater evaporating from a puddle\nrain forming in a cloud\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are chemical changes. (C) Both are caused by heating. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nRain forming in a cloud is a change of state. So, it is a physical change. Water vapor in the air condenses into tiny droplets of liquid water. These droplets make up a cloud. When there is enough water in the air, the droplets will fall as rain.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWater evaporating is caused by heating. But rain forming in a cloud is not.\nBoth are caused by cooling.\nRain begins to form when water vapor in the air becomes liquid water. This is caused by cooling. But water evaporating from a puddle is not. The answer is A." + } + ] + }, + { + "id": "12129", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a full box of cereal?\nContext: Select the best estimate.\nOptions: (A) 19 pounds (B) 19 tons (C) 19 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a full box of cereal is 19 ounces.\n19 pounds and 19 tons are both too heavy. The answer is C." + } + ] + }, + { + "id": "12134", + "conversations": [ + { + "from": "human", + "value": "Select the temperature shown by this thermometer.\nContext: N/A\nOptions: (A) 65\u00b0F (B) 100\u00b0F (C) 90\u00b0F" + }, + { + "from": "gpt", + "value": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 90. So, the temperature is 90\u00b0F. The answer is C." + } + ] + }, + { + "id": "12135", + "image": "12135\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Michigan (B) Minnesota (C) North Dakota (D) Iowa\n" + }, + { + "from": "gpt", + "value": "This state is Michigan. The answer is A." + } + ] + }, + { + "id": "12137", + "image": "12137\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is Hevea brasiliensis made up of many cells?\nContext: This organism is Hevea brasiliensis. It is a member of the plant kingdom.\nHevea brasiliensis is commonly called a rubber tree. Rubber trees make a white liquid called latex. Rubber trees use latex for protection. Latex has a bad taste and can be poisonous to some animals. So, the latex helps to stop animals from eating the rubber tree's leaves and branches.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Hevea brasiliensis is a plant. Plants are made up of many cells. The answer is A." + } + ] + }, + { + "id": "12139", + "image": "12139\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "12143", + "image": "12143\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is B." + } + ] + }, + { + "id": "12154", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Asian pears don't change color after being harvested, but some European pears do. (B) Those carpenters use wood to build stairways and doorframes." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nAsian pears don't change color after being harvested, but some European pears do. The answer is A." + } + ] + }, + { + "id": "12157", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nThe surfers rode the wave as it () towards the coastline.\nContext: N/A\nOptions: (A) sprinted (B) moved" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word sprinted. It describes the wave as if it were a person who ran fast. The answer is A." + } + ] + }, + { + "id": "12167", + "image": "12167\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of relationship is formed when a hawk moth visits a petunia flower?\nContext: Read the passage. Then answer the question.\n\nHawk moths visit many types of plants to find nectar, including petunias. Petunias produce nectar deep inside their flowers. To reach the nectar, a moth puts its long, tubular mouthpart, called a proboscis, inside a flower. While the moth drinks nectar, pollen from the flower sticks to the moth's head and proboscis.\nLater, the moth visits another petunia flower to drink more nectar. When pollen on the moth's head and proboscis is transferred to the female part of the other flower, that flower is pollinated. After the moth pollinates the flower, the petunia is able to reproduce.\nFigure: a hawk moth visiting a petunia flower.\nOptions: (A) commensal (B) mutualistic (C) parasitic\n" + }, + { + "from": "gpt", + "value": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When a hawk moth visits a petunia flower, the moth drinks nectar. The moth uses the nectar to survive and grow. So, the moth benefits from its relationship with the petunia.\nThe petunia flower is pollinated when the moth visits it. After the petunia is pollinated, it is able to reproduce. So, the petunia also benefits from its relationship with the moth.\nSince both the moth and the petunia benefit, a mutualistic relationship is formed when a hawk moth pollinates a petunia flower. The answer is B." + } + ] + }, + { + "id": "12172", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) snarl (B) swirl (C) twirl" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words twirl and swirl rhyme. They both end with the irl sound.\nThe word snarl does not rhyme. It ends with a different sound. The answer is A." + } + ] + }, + { + "id": "12174", + "image": "12174\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Montana?\nContext: N/A\nOptions: (A) Boston (B) Billings (C) Bismarck (D) Helena\n" + }, + { + "from": "gpt", + "value": "Helena is the capital of Montana. The answer is D." + } + ] + }, + { + "id": "12176", + "image": "12176\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) San Francisco (B) Sacramento (C) Atlanta (D) Carson City\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is B." + } + ] + }, + { + "id": "12183", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) After Scott explained the chemistry homework to Ed, he understood it better, too. (B) After Scott explained the chemistry homework to Ed, Scott understood it better, too." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun he could refer to Scott or Ed.\nThe first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Scott.\nAfter Scott explained the chemistry homework to Ed, Scott understood it better, too. The answer is A." + } + ] + }, + { + "id": "12191", + "conversations": [ + { + "from": "human", + "value": "What is a seedling?\nContext: N/A\nOptions: (A) a small, young plant (B) an old plant (C) a part of a seed" + }, + { + "from": "gpt", + "value": "Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. A seedling is a young plant. A seedling will grow into an adult plant. The answer is A." + } + ] + }, + { + "id": "12192", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) thank (B) hike (C) yank" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words thank and yank rhyme. They both end with the ank sound.\nThe word hike does not rhyme. It ends with a different sound. The answer is B." + } + ] + }, + { + "id": "12198", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Sheep's wool is used to make all kinds of clothing. (B) The most comfortable clothing is made from wool." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The second sentence states a fact.\nSheep's wool is used to make all kinds of clothing.\nIt can be proved by looking up the uses of wool.\nThe first sentence states an opinion.\nThe most comfortable clothing is made from wool.\nMost comfortable shows what a person believes, thinks, or feels. Another person might have a different opinion about what kind of clothing is the most comfortable. The answer is A." + } + ] + }, + { + "id": "12204", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) In the Blink of an Eye (B) in the blink of an Eye" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The words the, of, and an are not important, so they should not be capitalized.\nThe correct title is In the Blink of an Eye. The answer is A." + } + ] + }, + { + "id": "12215", + "conversations": [ + { + "from": "human", + "value": "Answer the riddle.\nI am outside.\nI can be very tall.\nBirds may live in me.\nWhat am I?\nContext: N/A\nOptions: (A) a tree (B) a dog" + }, + { + "from": "gpt", + "value": "A tree is outside.\nA tree can be very tall.\nBirds may live in a tree. The answer is A." + } + ] + }, + { + "id": "12219", + "conversations": [ + { + "from": "human", + "value": "Which is a simple sentence?\nContext: N/A\nOptions: (A) The highway is full of cracks, so the workers are repairing it. (B) Tonight the farmers will herd the cattle into the barn." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the simple sentence. It has one subject and predicate.\nTonight the farmers will herd the cattle into the barn. The answer is B." + } + ] + }, + { + "id": "12226", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Mabel acquired this trait?\nContext: Read the description of a trait.\nMabel knows how to make chili.\nOptions: (A) Mabel's friends like to make chili with her. (B) When Mabel was young, her grandmother taught her how to cut chili peppers. (C) Mabel learned how to make chili from a recipe book." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "12232", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nMarco has a scar on his right leg.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "12234", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three motorboats. Which motorboat was moving at the lowest speed?\nContext: N/A\nOptions: (A) a motorboat that moved 105miles south in 5hours (B) a motorboat that moved 190miles west in 5hours (C) a motorboat that moved 30miles east in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.\nNotice that each motorboat moved for 5 hours. The motorboat that moved 30 miles moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed. The answer is C." + } + ] + }, + { + "id": "12240", + "conversations": [ + { + "from": "human", + "value": "Which organizational structure does this text primarily use?\nContext: Read the text.\nIn 1968, when the Democratic Party held its convention in Chicago to select a presidential candidate, the United States was at war in Vietnam. Thousands of Americans and Vietnamese had died in the war, giving rise to a growing anti-war movement. President Johnson, a Democrat, declined to run for reelection, in part because of the heavy opposition to his conduct of the war. Just months before the convention, both Martin Luther King Jr. and Robert Kennedy were assassinated, contributing to widespread unrest. Anti-war protesters wanted the Democratic Party to oppose the war, but they were excluded from the convention. This set off violent clashes between police and protesters on Chicago streets. The violence at the convention captured the nation's attention, strengthened the peace movement, and led to reforms in the nominating process.\nOptions: (A) cause-effect (B) compare-contrast" + }, + { + "from": "gpt", + "value": "Authors use different text structures to organize their ideas in writing. Learning to identify these structures will help you to understand the relationships between ideas in informational texts. You can also use these structures to organize your own writing.\nA cause-effect structure presents the causes and the effects of a particular event, trend, or situation. This structure often uses words and phrases such as because, since, as a result, due to, or consequently.\nA compare-contrast structure presents similarities (comparisons) and differences (contrasts) between two or more things. This structure often uses words and phrases such as like, similarly, or in the same way (for comparing) or on the other hand, in contrast, or unlike (for contrasting).\nA problem-solution structure presents a problem and suggests one or more possible solutions. This structure often uses words such as issue, question, puzzle, propose, and answer.\nA sequential structure describes a series of events that happens in a certain order. This structure often uses specific dates and times or words such as first, next, during, finally, and while. The text uses a cause-effect structure to show the causes and effects of the violent demonstrations at the 1968 Democratic Convention in Chicago. In the text, certain words and phrases help to organize ideas in a cause-effect structure. Notice the phrases giving rise to, because of, contributing to, set off, and led to. The answer is A." + } + ] + }, + { + "id": "12247", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nabove - asphalt\nContext: N/A\nOptions: (A) auction (B) afraid" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince afraid is between the guide words above - asphalt, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "12255", + "image": "12255\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Kitts and Nevis (B) Haiti (C) Barbados (D) Saint Lucia\n" + }, + { + "from": "gpt", + "value": "This country is Saint Lucia. The answer is D." + } + ] + }, + { + "id": "12263", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nThe car engine () as Mr. Lester tried to start it in the freezing cold.\nContext: N/A\nOptions: (A) failed (B) coughed" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word coughed. It describes the engine as if it were a person who is sick. The answer is B." + } + ] + }, + { + "id": "12266", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nParting is such sweet sorrow.\n\u2014William Shakespeare, Romeo and Juliet\nContext: N/A\nOptions: (A) euphemism (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nSweet sorrow is a contradiction, because sweet describes something that is gentle and pleasant, while sorrow refers to grief or sadness. The answer is B." + } + ] + }, + { + "id": "12269", + "image": "12269\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is these swim goggles made of?\nContext: N/A\nOptions: (A) rock (B) rubber\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the swim goggles.\nThe swim goggles are made of two different materials. The lenses are plastic, and the straps are rubber. The answer is B." + } + ] + }, + { + "id": "12284", + "image": "12284\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the true statement.\nContext: Look at the image and read the text. Then, answer the question.\nvariation in the human eye color trait\nAll organisms inherit certain traits from their parents. Information about these inherited traits is found in genes. Genes are pieces of hereditary material that are passed from parents to offspring. An organism's genes affect its inherited traits.\nOptions: (A) Genes affect traits. (B) Eye color is an example of a gene.\n" + }, + { + "from": "gpt", + "value": "Genes are passed down from parents to offspring.\nWhen an organism reproduces, it passes copies of its genes to its offspring. This is how information about inherited traits is passed down.\nAll organisms have genes.\nAll organisms have genes that contain information about their inherited traits.\nEye color is an example of a gene.\nAn organism's eye color is affected by its genes. But eye color is not a gene. Eye color is a trait, which is an observable characteristic of an organism.\nGenes affect traits.\nGenes contain information about inherited traits. The answer is A." + } + ] + }, + { + "id": "12287", + "image": "12287\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) Los Angeles (B) Sacramento (C) San Francisco (D) Nampa\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is B." + } + ] + }, + { + "id": "12292", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Luna acquired this trait?\nContext: Read the description of a trait.\nLuna knows how to fly a plane.\nOptions: (A) Luna can fly a plane on cloudy days and at night. (B) A pilot taught Luna how to fly a plane. (C) Luna is in the Air Force. She flies a plane almost every day." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "12298", + "image": "12298\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted to get insects out of burrows?\nContext: Giant anteaters eat insects such as ants and termites. These insects often live in holes called burrows. The anteater's mouth is adapted to get insects out of burrows.\nFigure: giant anteater.\nOptions: (A) gorilla (B) long-beaked echidna\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the giant anteater.\nA tube-shaped snout helps the giant anteater reach into a burrow. A long, sticky tongue helps it catch the insects.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe long-beaked echidna has a tube-shaped snout and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.\nThe mountain gorilla has a wide snout. Its mouth is not adapted to get insects out of burrows. The mountain gorilla uses its mouth to eat leaves and fruit. The answer is B." + } + ] + }, + { + "id": "12311", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Ms. Boone asked her daughter to chop the celery, but she couldn't find the knife. (B) Ms. Boone asked her daughter to chop the celery, but her daughter couldn't find the knife." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun she could refer to Ms. Boone or her daughter.\nThe first answer choice shows a possible correction for the vague pronoun reference. She has been replaced with her daughter.\nMs. Boone asked her daughter to chop the celery, but her daughter couldn't find the knife. The answer is A." + } + ] + }, + { + "id": "12316", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a washing machine?\nContext: Select the best estimate.\nOptions: (A) 32 gallons (B) 32 fluid ounces (C) 32 cups" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a washing machine is 32 gallons.\n32 fluid ounces and 32 cups are both too little. The answer is A." + } + ] + }, + { + "id": "12320", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a full bag of groceries?\nContext: Select the better estimate.\nOptions: (A) 3 grams (B) 3 kilograms" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a full bag of groceries is 3 kilograms.\n3 grams is too light. The answer is B." + } + ] + }, + { + "id": "12321", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ncutting a piece of rope\npeeling a banana\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are caused by heating. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCutting a piece of rope is a physical change. The rope is shorter after you cut it. But it is still made of the same type of matter as the uncut rope.\nPeeling a banana is a physical change. The peel is not covering the rest of the fruit anymore. But both the peel and the banana are still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "12324", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Lucia inherited this trait?\nContext: Read the description of a trait.\nLucia has green eyes.\nOptions: (A) Lucia and her biological father wear sunglasses when they go outside. (B) Lucia has green eyes like her biological mother. (C) Lucia's neighbor has green eyes." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "12332", + "image": "12332\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A." + } + ] + }, + { + "id": "12335", + "image": "12335\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "12340", + "conversations": [ + { + "from": "human", + "value": "Select the fish.\nContext: N/A\nOptions: (A) bull shark (B) Asian elephant (C) red kangaroo (D) green iguana" + }, + { + "from": "gpt", + "value": "Fish live underwater. They have fins, not limbs. A green iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping.\nAn Asian elephant is a mammal. It has hair and feeds its young milk.\nElephants live in groups called herds. The oldest female in the herd is usually the leader. The answer is A." + } + ] + }, + { + "id": "12350", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Wanda investigate with an experiment?\nContext: Wanda likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:\n10 small flat rocks\n10 large flat rocks\naccess to the river by her school\nOptions: (A) Do small rocks or large rocks skip more times when thrown across the river? (B) Do round rocks or flat rocks skip more times when thrown across the river? (C) Do rocks skip more times when thrown across a river or across a pond?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "12357", + "image": "12357\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maryland?\nContext: N/A\nOptions: (A) Boston (B) Plymouth (C) Baltimore (D) Annapolis\n" + }, + { + "from": "gpt", + "value": "Annapolis is the capital of Maryland. The answer is D." + } + ] + }, + { + "id": "12358", + "image": "12358\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the Panamanian golden frog.\nContext: This organism is a Panamanian golden frog. Its scientific name is Atelopus zeteki.\nOptions: (A) Atelopus zeteki (B) Hyla japonica (C) Bufo guttatus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Panamanian golden frog's scientific name is Atelopus zeteki.\nHyla japonica does not have the same scientific name as a Panamanian golden frog. So, Atelopus zeteki and Hyla japonica are not in the same species.\nBufo guttatus does not have the same scientific name as a Panamanian golden frog. So, Atelopus zeteki and Bufo guttatus are not in the same species.\nAtelopus zeteki has the same scientific name as a Panamanian golden frog. So, these organisms are in the same species. The answer is A." + } + ] + }, + { + "id": "12365", + "image": "12365\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA sea otter is an example of a mammal.\nOptions: (A) hammerhead shark (B) red-headed poison frog (C) water buffalo (D) woodpecker\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A red-headed poison frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.\nA woodpecker is a bird. It has feathers, two wings, and a beak.\nWoodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA hammerhead shark is a fish. It lives underwater. It has fins, not limbs.\nHammerhead sharks get their names from the shape of their heads. They have a wide, flat head and a small mouth. The answer is C." + } + ] + }, + { + "id": "12370", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight . . .\n\u2014Walt Whitman, \"Out of the Cradle\"\nContext: N/A\nOptions: (A) anaphora (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nWhitman repeats the words out of the at the beginning of each line. The answer is A." + } + ] + }, + { + "id": "12382", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Mr. Fowler exercises after work, or he plays cards with friends. (B) Later the sailors will wash the deck of the ship." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nMr. Fowler exercises after work, or he plays cards with friends. The answer is A." + } + ] + }, + { + "id": "12390", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) If Steven doesn't know how to make homemade waffles, he can find the recipe in the cookbook. (B) If Steven doesn't know how to make homemade waffles, he can find it in the cookbook." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the recipe.\nIf Steven doesn't know how to make homemade waffles, he can find the recipe in the cookbook. The answer is B." + } + ] + }, + { + "id": "12394", + "conversations": [ + { + "from": "human", + "value": "Read the following excerpt from a student essay. How can the writer best improve his or her word choice?\nIf you're ever in New York State, you should see Albany, the state capitol. When I visited last summer, I was impressed by the museums, the historic mansions and colonial homes, and other cites. The surrounding area also provides plenty of options for outdoor recreation. Nearby lakes and rivers, not to mention the majestic Adirondack Mountains, offer hiking, fishing, and canoeing opportunities.\nContext: N/A\nOptions: (A) by reducing repetitive language (B) by fixing misused words (C) by replacing vague language" + }, + { + "from": "gpt", + "value": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her word choice by fixing misused words.\nFor example, the writer could replace the underlined words with capital and sights.\nIf you're ever in New York State, you should see Albany, the state capitol. When I visited last summer, I was impressed by the museums, the historic mansions and colonial homes, and other cites. The surrounding area also provides plenty of options for outdoor recreation. Nearby lakes and rivers, not to mention the majestic Adirondack Mountains, offer hiking, fishing, and canoeing opportunities. The answer is B." + } + ] + }, + { + "id": "12396", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Eva smiled and said hello when she ran into Anna at the post office. (B) When Eva ran into Anna at the post office, she smiled and said hello." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Eva or Anna.\nWhen Eva ran into Anna at the post office, she smiled and said hello.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nEva smiled and said hello when she ran into Anna at the post office. The answer is B." + } + ] + }, + { + "id": "12397", + "image": "12397\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Haiti (B) the Dominican Republic (C) Cuba (D) The Bahamas\n" + }, + { + "from": "gpt", + "value": "This country is The Bahamas. The answer is D." + } + ] + }, + { + "id": "12399", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ncooking an egg\na penny tarnishing\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are caused by cooling. (C) Both are chemical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nCooking is caused by heating. But a penny tarnishing is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "12403", + "image": "12403\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Pacific Ocean (B) the Southern Ocean (C) the Indian Ocean (D) the Atlantic Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Indian Ocean. The answer is C." + } + ] + }, + { + "id": "12406", + "image": "12406\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Jayce's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJayce put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Jayce checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume? (B) Do steel nails take fewer days to rust in water compared to vinegar?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "12413", + "image": "12413\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) California (B) Rhode Island (C) New York (D) Washington\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south. The answer is A." + } + ] + }, + { + "id": "12414", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more negative connotation?\nContext: N/A\nOptions: (A) a boring shirt (B) a plain shirt" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A boring shirt has a more negative connotation. A boring shirt is simple and uninteresting. A plain shirt is just simple. The answer is A." + } + ] + }, + { + "id": "12418", + "image": "12418\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "12421", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more negative connotation?\nContext: N/A\nOptions: (A) disagree about something (B) argue about something" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. Argue about something has a more negative connotation. When two people disagree about something, they have different opinions. When two people argue about something, they fight over those opinions. The answer is B." + } + ] + }, + { + "id": "12427", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a test tube?\nContext: Select the better estimate.\nOptions: (A) 13 liters (B) 13 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a test tube is 13 milliliters.\n13 liters is too much. The answer is B." + } + ] + }, + { + "id": "12438", + "image": "12438\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement best describes the average monthly precipitation in New Orleans?\nContext: Use the graph to answer the question below.\nOptions: (A) October is the wettest month. (B) The wettest months of the year are June, July, and August. (C) June, July, and August are the driest months of the year.\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in New Orleans, look at the graph.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"The wettest months of the year are June, July, and August.\" is incorrect.\nOn average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.\nChoice \"June, July, and August are the driest months of the year.\" is incorrect.\nOn average, slightly more precipitation falls during June, July, and August than during the other months of the year. So, June, July, and August are not the driest months.\nChoice \"October is the wettest month.\" is incorrect.\nEvery other month has a higher average precipitation than October. So, October is the driest, not the wettest, month. The answer is B." + } + ] + }, + { + "id": "12441", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nInside its tissues, the spotted jelly\u2014a marine invertebrate native to the South Pacific\u2014grows symbiotic algae that produces food for the jelly and gives it a greenish-brown hue.\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nInside its tissues, the spotted jelly\u2014a marine invertebrate native to the South Pacific\u2014grows symbiotic algae that produces food for the jelly and gives it a greenish-brown hue. The answer is A." + } + ] + }, + { + "id": "12446", + "image": "12446\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) rough (B) salty (C) yellow\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. The potato chips are yellow, but the ocean water is not.\nA rough object feels scratchy when you touch it. The cracker and the potato chips are rough, but the ocean water is not.\nPotato chips have a salty taste. All three objects are salty.\nThe property that all three objects have in common is salty. The answer is B." + } + ] + }, + { + "id": "12452", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this muskmelon plant's phenotype for the fruit taste trait?\nContext: In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele F is for sour fruit, and the allele f is for sweet fruit.\nA certain muskmelon plant from this group has sour fruit. This plant has two alleles for sour fruit.\nOptions: (A) sour fruit (B) FF" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The muskmelon plant's observable version of the fruit taste trait is sour fruit. So, the plant's phenotype for the fruit taste trait is sour fruit. The answer is A." + } + ] + }, + { + "id": "12453", + "conversations": [ + { + "from": "human", + "value": "Which letter opening is more formal?\nContext: N/A\nOptions: (A) Dear Mr. McConnell, (B) Dear Eric," + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship. The answer is A." + } + ] + }, + { + "id": "12455", + "image": "12455\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Georgia (B) North Carolina (C) Tennessee (D) Pennsylvania\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is D." + } + ] + }, + { + "id": "12468", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) water in a sink (B) grape juice (C) baseball bat" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. The answer is C." + } + ] + }, + { + "id": "12473", + "image": "12473\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Dominica (B) Antigua and Barbuda (C) Barbados (D) Saint Kitts and Nevis\n" + }, + { + "from": "gpt", + "value": "This country is Antigua and Barbuda. The answer is B." + } + ] + }, + { + "id": "12477", + "image": "12477\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same. The answer is B." + } + ] + }, + { + "id": "12487", + "image": "12487\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) bromomethane (B) trichlorofluoromethane (C) tetraphosphorus\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C." + } + ] + }, + { + "id": "12489", + "image": "12489\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "12490", + "conversations": [ + { + "from": "human", + "value": "Which memo to customers is more formal?\nContext: N/A\nOptions: (A) Colleen's Cupcakes is committed to your health. We are honoring that commitment by publishing nutrition information on all of our baked goods. (B) Colleen's Cupcakes cares about you and your health. That's why we're providing nutrition info for everything we bake." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first memo to customers is more formal. It uses more impersonal and elevated language (honoring that commitment, publishing nutrition information). The other memo to customers uses abbreviations (info) and sounds more conversational. The answer is A." + } + ] + }, + { + "id": "12506", + "image": "12506\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) translucent (B) flexible (C) sweet\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. The jello is flexible, but the wet ice cube is not.\nSugar has a sweet taste. The jello is sweet, but the wet ice cube and the ocean water are not.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All four objects are translucent.\nThe property that all four objects have in common is translucent. The answer is A." + } + ] + }, + { + "id": "12509", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) You can wipe up your spill with some paper towels, or you can use the sponge on the counter. (B) Freedom of speech and trial by jury are two important rights in the United States Constitution." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nYou can wipe up your spill with some paper towels, or you can use the sponge on the counter. The answer is A." + } + ] + }, + { + "id": "12513", + "image": "12513\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Peary Land ecosystem?\nContext: Figure: Peary Land.\nPeary Land is a tundra ecosystem in northern Greenland.\nOptions: (A) It has short, cold summers. It also has many trees and shrubs. (B) It has long, cold winters. It also has mostly small plants.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, Peary Land has long, cold winters. It also has mostly small plants. The answer is B." + } + ] + }, + { + "id": "12521", + "conversations": [ + { + "from": "human", + "value": "How long is a bike path?\nContext: Select the best estimate.\nOptions: (A) 2 feet (B) 2 inches (C) 2 yards (D) 2 miles" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a bike path is 2 miles.\n2 inches, 2 feet, and 2 yards are all too short. The answer is D." + } + ] + }, + { + "id": "12523", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nWe need to raise taxes to improve our public schools. If we don't raise taxes, we are condemning our schools to failure.\nContext: N/A\nOptions: (A) appeal to nature: the assumption that natural things are always good (B) bandwagon fallacy: the assumption that the popular choice is automatically correct (C) false dichotomy: an argument that presents only two choices when more options exist" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that either we must raise taxes or public schools will fail. However, there are ways schools can be improved without raising taxes, so these are not the only options. For instance, perhaps existing tax money could be spent differently to improve schools. This illustrates a type of logical fallacy known as a false dichotomy. The answer is C." + } + ] + }, + { + "id": "12535", + "image": "12535\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Georgia?\nContext: N/A\nOptions: (A) Athens (B) Tallahassee (C) Savannah (D) Atlanta\n" + }, + { + "from": "gpt", + "value": "Atlanta is the capital of Georgia. The answer is D." + } + ] + }, + { + "id": "12547", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nThe tsunami rushed over the land, () everything in its path.\nContext: N/A\nOptions: (A) crashing into (B) devouring" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word devouring. It describes the tsunami as if it were a very hungry person. The answer is B." + } + ] + }, + { + "id": "12549", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nNitrogen is ().\nContext: Nitrogen gas makes up nearly 80% of the air you breathe. The chemical formula for nitrogen is N2.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether nitrogen is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for nitrogen, N2, contains one atomic symbol: N. So, the formula tells you that nitrogen is composed of only one chemical element.\nSince nitrogen is composed of only one chemical element, nitrogen is an elementary substance. The answer is B." + } + ] + }, + { + "id": "12553", + "image": "12553\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the sand cat.\nContext: This organism is a sand cat. Its scientific name is Felis margarita.\nOptions: (A) Felis margarita (B) Lynx canadensis (C) Lynx rufus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A sand cat's scientific name is Felis margarita. The first word of its scientific name is Felis.\nLynx canadensis is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx canadensis and Felis margarita are not in the same genus.\nLynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Felis margarita are not in the same genus.\nThis organism and the sand cat are in the same genus and the same species! Both organisms have the same scientific name, Felis margarita. The answer is A." + } + ] + }, + { + "id": "12554", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nerosion caused by wind\nbeating an egg\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are chemical changes. (C) Both are caused by cooling. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nErosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter.\nBeating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "12556", + "image": "12556\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nOptions: (A) Solution B (B) Solution A (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles. The answer is A." + } + ] + }, + { + "id": "12557", + "conversations": [ + { + "from": "human", + "value": "Select the tropical coral reef ecosystem.\nContext: N/A\nOptions: (A) This ecosystem has:\nland that is covered with water during most of the year\nsoil that is rich in nutrients\nother water ecosystems nearby (B) This ecosystem has:\nshallow, salty water\nbright sunlight\nmany different types of organisms" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of ecosystems. Here are some ways in which these ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical coral reef is a type of ecosystem. It has shallow, salty water, bright sunlight, and many different types of organisms.\nChoice 1 is a tropical coral reef ecosystem. It has shallow water and many different types of organisms.\nChoice 2 is a wetland ecosystem. It is covered with water for most of the year. Wetlands also have soil that is rich in nutrients. The answer is B." + } + ] + }, + { + "id": "12577", + "image": "12577\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this pull?\nContext: A horseshoe magnet attracts paper clips with a magnetic force. This magnetic force pulls the paper clips upward so they do not fall.\nOptions: (A) away from the magnet (B) toward the magnet\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The magnet pulls the paper clips upward. The direction of the pull is toward the magnet. The answer is B." + } + ] + }, + { + "id": "12587", + "image": "12587\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Illinois (B) Georgia (C) Maryland (D) Ohio\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west. The answer is A." + } + ] + }, + { + "id": "12606", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nWater evaporating from a puddle is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed. The answer is A." + } + ] + }, + { + "id": "12608", + "image": "12608\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Lamar and Jackson trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nLamar and Jackson open their lunch boxes in the school cafeteria. Neither Lamar nor Jackson got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nLamar's lunch Jackson's lunch\nOptions: (A) Jackson can trade his almonds for Lamar's tomatoes. (B) Jackson can trade his broccoli for Lamar's oranges. (C) Lamar can trade his tomatoes for Jackson's carrots. (D) Lamar can trade his tomatoes for Jackson's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nLamar wants broccoli. Jackson wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "12611", + "image": "12611\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) Los Angeles (B) Chicago (C) San Francisco (D) Denver\n" + }, + { + "from": "gpt", + "value": "The city is San Francisco, California. Los Angeles, Denver, and Chicago are marked with gray circles on the map below. The answer is C." + } + ] + }, + { + "id": "12613", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nWas I late for the party last night? Was I late for work today? Was I late for our meeting? Was I late for dinner? The answer is no, so stop saying I'm always late!\nContext: N/A\nOptions: (A) assonance (B) anaphora" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nThe words was I late for are repeated at the beginning of each sentence. The answer is B." + } + ] + }, + { + "id": "12627", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nIf I let you miss this deadline, everyone else will start asking for the same treatment. Deadlines will be meaningless.\nContext: N/A\nOptions: (A) appeal to nature: the assumption that natural things are always good (B) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (C) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that missing one deadline will lead to deadlines having no meaning. However, this isn't necessarily true. For instance, the speaker could make one exception under particular circumstances without allowing other exceptions. This illustrates a type of logical fallacy known as the slippery slope fallacy. The answer is B." + } + ] + }, + { + "id": "12629", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nTim, the company you work for just filed for bankruptcy! How can I trust you with our money?\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Tim must be fiscally irresponsible, because he works for a company that went bankrupt. However, even though his company is perceived as fiscally irresponsible, that doesn't necessarily mean that Tim is, too. This illustrates a type of logical fallacy known as guilt by association. The answer is B." + } + ] + }, + { + "id": "12641", + "image": "12641\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Belize Barrier Reef ecosystem?\nContext: Figure: Belize Barrier Reef.\nThe Belize Barrier Reef is a tropical coral reef ecosystem near the coast of Belize.\nOptions: (A) It has salty water. It also has many different types of organisms. (B) It has water with not much salt. It also has many different types of organisms.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, the Belize Barrier Reef has salty water. It also has many different types of organisms. The answer is A." + } + ] + }, + { + "id": "12645", + "image": "12645\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) fragile (B) sticky (C) colorful\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA colorful object has one or more bright colors. All three objects are colorful.\nA sticky object can attach or stick to other things. None of the objects are sticky.\nA fragile object will break into pieces if you drop it. The socks and the hot air balloon are not fragile.\nThe property that all three objects have in common is colorful. The answer is C." + } + ] + }, + { + "id": "12652", + "image": "12652\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of force from the older brother moves the car forward?\nContext: A boy and his younger brother play with their toy car in the snow. The older brother applies a force to the back of the car to move it forward.\nOptions: (A) pull (B) push\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The older brother applies a force to the back of the car. This force moves the car forward. The direction of this force is away from the older brother. This force is a push. The answer is B." + } + ] + }, + { + "id": "12662", + "conversations": [ + { + "from": "human", + "value": "What is the volume of an eyedropper?\nContext: Select the better estimate.\nOptions: (A) 7 milliliters (B) 7 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of an eyedropper is 7 milliliters.\n7 liters is too much. The answer is A." + } + ] + }, + { + "id": "12664", + "image": "12664\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "12670", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nOrder a vegetarian meal for me, please.\nContext: N/A\nOptions: (A) exclamatory (B) imperative (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence makes a request, so it is an imperative sentence. Here, it ends with a period. The answer is B." + } + ] + }, + { + "id": "12672", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nRaymond took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\nContext: N/A\nOptions: (A) compound (B) simple (C) compound-complex (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nRaymond took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is B." + } + ] + }, + { + "id": "12673", + "image": "12673\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Colorado (B) California (C) Texas (D) North Dakota\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. California is farthest west. The answer is B." + } + ] + }, + { + "id": "12675", + "image": "12675\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the gray heron.\nContext: This organism is a gray heron. Its scientific name is Ardea cinerea.\nOptions: (A) Lissotriton helveticus (B) Ardea cinerea (C) Hyla cinerea\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A gray heron's scientific name is Ardea cinerea. The first word of its scientific name is Ardea.\nLissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Ardea cinerea are not in the same genus.\nThis organism and the gray heron are in the same genus and the same species! Both organisms have the same scientific name, Ardea cinerea.\nHyla cinerea and Ardea cinerea are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Hyla cinerea and Ardea cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Hyla cinerea is in the genus Hyla, and Ardea cinerea is in the genus Ardea. The answer is B." + } + ] + }, + { + "id": "12677", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ndry ice sublimating and becoming a gas\nwater freezing into ice\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are only physical changes. (C) Both are chemical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nWater freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nDry ice sublimating is caused by heating. But water freezing into ice is not.\nBoth are caused by cooling.\nWater freezing is caused by cooling. But dry ice sublimating is not. The answer is B." + } + ] + }, + { + "id": "12683", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Your nephew,\nJohnny (B) Your Nephew,\nJohnny" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "12698", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nOh! Stars and clouds and winds, ye are all about to mock me; if ye really pity me, crush sensation and memory; let me become as nought.\n\u2014Mary Shelley, Frankenstein\nContext: N/A\nOptions: (A) apostrophe (B) antithesis" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nOh! Stars and clouds and winds is a direct address to stars, clouds, and winds, all nonhuman entities. The answer is A." + } + ] + }, + { + "id": "12706", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nCharlotte anticipated that the free makeover her friend was promising would turn out to be a Trojan horse.\nContext: N/A\nOptions: (A) Greek mythology (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Trojan horse is Greek mythology.\nIn Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.\nThe allusion Trojan horse means a deceptive or harmful offering. The answer is A." + } + ] + }, + { + "id": "12707", + "conversations": [ + { + "from": "human", + "value": "Suppose Mason decides to bake blueberry muffins. Which result would be a cost?\nContext: Mason is deciding whether to bake blueberry muffins or cranberry muffins. He wants the muffins to be tasty. But he also wants to make a lot of muffins.\nOptions: (A) Mason will get to eat blueberry muffins. He thinks blueberry muffins are tastier than cranberry muffins. (B) Mason will give up some muffins. He could have made more cranberry muffins than blueberry muffins." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Mason wants or needs:\nMason will give up some muffins. He could have made more cranberry muffins than blueberry muffins. The answer is B." + } + ] + }, + { + "id": "12712", + "image": "12712\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which air temperature was measured within the outlined area shown?\nContext: The map below shows air temperatures in the lower atmosphere on October 28, 2016. The outlined area shows an air mass that influenced weather in Asia on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division\nOptions: (A) -22\u00b0C (B) -1\u00b0C (C) 2\u00b0C\n" + }, + { + "from": "gpt", + "value": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C. Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\n10\u00b0C.\n-22\u00b0C is within this range.\n-1\u00b0C and 2\u00b0C are outside of this range. The answer is A." + } + ] + }, + { + "id": "12714", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nHave you ever been in the attic?\nContext: N/A\nOptions: (A) declarative (B) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B." + } + ] + }, + { + "id": "12719", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\n\"There's nothing I love more than skipping lunch,\" Mr. Kelly told the flight attendant when he learned that no food would be available on his cross-country flight.\nContext: N/A\nOptions: (A) personification (B) verbal irony" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nNothing I love more shows verbal irony because Mr. Kelly is probably upset that there isn't anything to eat. The answer is B." + } + ] + }, + { + "id": "12722", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nBees making honey from nectar is a ().\nContext: N/A\nOptions: (A) chemical change (B) physical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Bees making honey from nectar is a chemical change. The bees use nectar to make honey, which contains new molecules that are easier to store. Honey and nectar are different types of matter. The answer is A." + } + ] + }, + { + "id": "12723", + "image": "12723\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which i in column 3?\nContext: N/A\nOptions: (A) the library (B) the restaurant (C) the police department (D) the grocery store\n" + }, + { + "from": "gpt", + "value": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The grocery store is in column 3. The answer is D." + } + ] + }, + { + "id": "12724", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAn avid reader, Caden attends weekly book club meetings, and he finishes several novels every month.\nContext: N/A\nOptions: (A) compound-complex (B) simple (C) compound (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.\nAn avid reader, Caden attends weekly book club meetings, and he finishes several novels every month. The answer is C." + } + ] + }, + { + "id": "12733", + "image": "12733\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nPhosphine is ().\nContext: The model below represents a molecule of phosphine. Phosphine is a poisonous gas that some farmers use to kill insects.\nOptions: (A) a compound (B) an elementary substance\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether phosphine is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of phosphine is composed of three hydrogen atoms and one phosphorus atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that phosphine is composed of two chemical elements: hydrogen and phosphorus. Since phosphine is composed of multiple chemical elements bonded together, phosphine is a compound. The answer is A." + } + ] + }, + { + "id": "12741", + "conversations": [ + { + "from": "human", + "value": "What does the metaphor in this text suggest?\nWhen Trent lost his job, he was devastated. The only light in the sea of darkness was the prospect of pursuing a new career.\nContext: N/A\nOptions: (A) There was a benefit to Trent's job loss. (B) Having to pursue a new career was the worst part of Trent's job loss." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor the only light in the sea of darkness was the prospect of pursuing a new career suggests that there was a benefit to Trent's job loss. A light would be beneficial in helping someone escape a dark, difficult-to-navigate situation. Similarly, Trent's new career was beneficial in helping him escape the emotionally difficult experience of losing his job. The answer is A." + } + ] + }, + { + "id": "12753", + "image": "12753\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Sonoran Desert ecosystem?\nContext: Figure: Sonoran Desert.\nThe Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico. This desert is home to wild saguaro cactus, which can grow over 70 feet tall.\nOptions: (A) It has only a few types of organisms. (B) It has warm, wet summers. (C) It has a small amount of rain.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has warm, wet summers. It has only a few types of organisms. The answer is C." + } + ] + }, + { + "id": "12754", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Dustin acquired this trait?\nContext: Read the description of a trait.\nDustin knows a lot about history.\nOptions: (A) Dustin learned history by reading. (B) Dustin is most interested in American history." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "12756", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nafter - another\nContext: N/A\nOptions: (A) always (B) accept" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince always is between the guide words after - another, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "12758", + "conversations": [ + { + "from": "human", + "value": "What does the personification in this text suggest?\nWhile the plumber was under the sink fiddling with the pipes, the drain burped up a spray of brown water.\nContext: N/A\nOptions: (A) The drain noisily released some water. (B) The plumber burped." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nBurped suggests that the drain noisily released some water. When you burp, you noisily release air from your stomach. The answer is A." + } + ] + }, + { + "id": "12776", + "image": "12776\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a bowling ball a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a liquid (B) a solid (C) a gas\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A bowling ball is a solid. A solid has a size and shape of its own.\nA bowling ball can knock down bowling pins. But after it hits the pins, the bowling ball still has a size and shape of its own. The answer is B." + } + ] + }, + { + "id": "12777", + "conversations": [ + { + "from": "human", + "value": "What is the mass of an elephant?\nContext: Select the better estimate.\nOptions: (A) 6,370 grams (B) 6,370 kilograms" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an elephant is 6,370 kilograms.\n6,370 grams is too light. The answer is B." + } + ] + }, + { + "id": "12785", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air on a hot day?\nContext: Select the better estimate.\nOptions: (A) 36\u00b0F (B) 36\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a hot day is 36\u00b0C.\n36\u00b0F is too cold. The answer is B." + } + ] + }, + { + "id": "12787", + "image": "12787\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Montana?\nContext: N/A\nOptions: (A) Billings (B) Honolulu (C) Cincinnati (D) Helena\n" + }, + { + "from": "gpt", + "value": "Helena is the capital of Montana. The answer is D." + } + ] + }, + { + "id": "12793", + "conversations": [ + { + "from": "human", + "value": "What does the personification in this text suggest?\nDuring Hurricane Katrina in 2005, the levees and flood walls that had been built to protect the city of New Orleans broke, and water swallowed parts of the city.\nContext: N/A\nOptions: (A) Parts of the city disappeared underwater. (B) People in the city didn't have water to drink." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nSwallowed suggests that parts of the city disappeared underwater. When a person swallows something, it disappears. The answer is A." + } + ] + }, + { + "id": "12799", + "image": "12799\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Hampshire (B) Kentucky (C) Georgia (D) Rhode Island\n" + }, + { + "from": "gpt", + "value": "The colony is Rhode Island. The answer is D." + } + ] + }, + { + "id": "12809", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Damon inherited this trait?\nContext: Read the description of a trait.\nDamon has pale skin.\nOptions: (A) Damon and his father both have dark hair. (B) Damon's parents have pale skin. They passed down this trait to Damon." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "12814", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a kiddie pool?\nContext: Select the better estimate.\nOptions: (A) 1,080 liters (B) 1,080 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a kiddie pool is 1,080 liters.\n1,080 milliliters is too little. The answer is A." + } + ] + }, + { + "id": "12815", + "image": "12815\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Samir and Derek trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSamir and Derek open their lunch boxes in the school cafeteria. Neither Samir nor Derek got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nSamir's lunch Derek's lunch\nOptions: (A) Samir can trade his tomatoes for Derek's carrots. (B) Derek can trade his broccoli for Samir's oranges. (C) Derek can trade his almonds for Samir's tomatoes. (D) Samir can trade his tomatoes for Derek's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nSamir wants broccoli. Derek wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "12821", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Lacey inherited this trait?\nContext: Read the description of a trait.\nLacey has wavy hair.\nOptions: (A) Lacey's parents were born with wavy hair. They passed down this trait to Lacey. (B) Lacey and her mother both have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "12824", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbreaking a ceramic plate\nknitting yarn into a scarf\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are chemical changes. (C) Both are caused by cooling. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBreaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nKnitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "12827", + "image": "12827\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Pierre (B) Nampa (C) Santa Fe (D) Boise\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is D." + } + ] + }, + { + "id": "12839", + "image": "12839\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alabama?\nContext: N/A\nOptions: (A) Norfolk (B) Salem (C) Birmingham (D) Montgomery\n" + }, + { + "from": "gpt", + "value": "Montgomery is the capital of Alabama. The answer is D." + } + ] + }, + { + "id": "12841", + "image": "12841\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Curculioides adompha have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an animal called Curculioides adompha. This fossil is more than 300,000,000 years old.\nOptions: (A) red eyes (B) eight legs\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B." + } + ] + }, + { + "id": "12842", + "image": "12842\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maine (B) Pennsylvania (C) Delaware (D) Massachusetts\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is B." + } + ] + }, + { + "id": "12845", + "image": "12845\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Las Vegas.\nLas Vegas is in the desert. On average, Las Vegas has almost 300 clear, sunny days each year!\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nLas Vegas is in the desert. On average, Las Vegas has almost 300 clear, sunny days each year!\nThe underlined part of the passage tells you about the usual pattern of cloud cover in Las Vegas. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "12856", + "image": "12856\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Seattle (B) Sacramento (C) Salt Lake City (D) Olympia\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is D." + } + ] + }, + { + "id": "12858", + "conversations": [ + { + "from": "human", + "value": "Select the invertebrate.\nContext: Hint: Insects, spiders, and worms are invertebrates.\nOptions: (A) black howler (B) cardinalfish (C) green sea turtle (D) earthworm" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A black howler is a mammal. Like other mammals, a black howler is a vertebrate. It has a backbone.\nA green sea turtle is a reptile. Like other reptiles, a green sea turtle is a vertebrate. It has a backbone.\nAn earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.\nA cardinalfish is a fish. Like other fish, a cardinalfish is a vertebrate. It has a backbone. The answer is D." + } + ] + }, + { + "id": "12861", + "image": "12861\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample B (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "12869", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nwater evaporating from a puddle\nmelting glass\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by cooling. (C) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nMelting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "12875", + "conversations": [ + { + "from": "human", + "value": "Select the elementary substance.\nContext: N/A\nOptions: (A) hydrogen sulfide (H2S) (B) cyclopropane (C3H6) (C) silver (Ag)" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for cyclopropane contains two symbols: C for carbon and H for hydrogen. So, cyclopropane is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, cyclopropane is a compound, not an elementary substance. The chemical formula for silver contains one symbol: Ag. So, silver is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, silver is an elementary substance. The chemical formula for hydrogen sulfide contains two symbols: H for hydrogen and S for sulfur. So, hydrogen sulfide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen sulfide is a compound, not an elementary substance. The answer is C." + } + ] + }, + { + "id": "12878", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nArgon is ().\nContext: Argon is a gas used to protect important documents, including the United States Constitution, from decay. The chemical formula for argon is Ar.\nOptions: (A) an elementary substance (B) a compound" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether argon is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for argon is Ar. This formula contains one symbol: Ar. So, the formula tells you that argon is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, argon is an elementary substance. The answer is A." + } + ] + }, + { + "id": "12894", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nGallium arsenide is ().\nContext: Gallium arsenide is found in the solar cells that power the robotic vehicles used by scientists to explore Mars. The chemical formula for gallium arsenide is GaAs.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether gallium arsenide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for gallium arsenide, GaAs, contains two atomic symbols: Ga for gallium and As for arsenic. So, the formula tells you that gallium arsenide is composed of two chemical elements bonded together.\nSince gallium arsenide is composed of multiple chemical elements bonded together, gallium arsenide is a compound. The answer is A." + } + ] + }, + { + "id": "12897", + "image": "12897\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Michigan?\nContext: N/A\nOptions: (A) Detroit (B) Oklahoma City (C) Jefferson City (D) Lansing\n" + }, + { + "from": "gpt", + "value": "Lansing is the capital of Michigan. The answer is D." + } + ] + }, + { + "id": "12905", + "image": "12905\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Florida (B) Virginia (C) Vermont (D) West Virginia\n" + }, + { + "from": "gpt", + "value": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is B." + } + ] + }, + { + "id": "12909", + "image": "12909\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Ohio?\nContext: N/A\nOptions: (A) Cleveland (B) Cincinnati (C) Concord (D) Columbus\n" + }, + { + "from": "gpt", + "value": "Columbus is the capital of Ohio. The answer is D." + } + ] + }, + { + "id": "12916", + "image": "12916\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Pittsburgh (B) Denver (C) Seattle (D) Helena\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is B." + } + ] + }, + { + "id": "12924", + "image": "12924\\image.png", + "conversations": [ + { + "from": "human", + "value": "In which region did the Republican candidate do the best?\nContext: By the 1850s, slavery was a major issue in presidential elections. In 1856, the antislavery Republican Party competed in its first presidential election. Use the election map to answer the question below.\nOptions: (A) the Northwest (B) the South (C) the West\n" + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "12925", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nVarious technologies have been developed to help militaries easily identify their own forces, and thus to reduce incidents of friendly fire.\nContext: N/A\nOptions: (A) euphemism (B) assonance" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nFriendly fire is an indirect way of referring to an accidental attack on one's own soldiers or allies. The answer is A." + } + ] + }, + { + "id": "12933", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word nauseous in its traditional sense?\nContext: N/A\nOptions: (A) Leah couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past. (B) The odor emanating from the landfill made Leah so nauseous that she had to roll up the car windows as she drove past." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses nauseous in its traditional sense: causing disgust or nausea.\nLeah couldn't tolerate the nauseous odor emanating from the landfill, so she rolled up her car windows as she drove past.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe odor emanating from the landfill made Leah so nauseous that she had to roll up the car windows as she drove past.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "12936", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) An antler is not a pure substance. It is a solid. (B) Native copper is formed in nature. It is a pure substance. (C) Gypsum is not made by living things. It is formed in nature." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nNative copper is a mineral.\nAn antler is not a pure substance. But all minerals are pure substances.\nSo, an antler is not a mineral.\nGypsum is a mineral. The answer is A." + } + ] + }, + { + "id": "12938", + "image": "12938\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arkansas?\nContext: N/A\nOptions: (A) Columbia (B) Austin (C) Fayetteville (D) Little Rock\n" + }, + { + "from": "gpt", + "value": "Little Rock is the capital of Arkansas. The answer is D." + } + ] + }, + { + "id": "12940", + "image": "12940\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is A." + } + ] + }, + { + "id": "12961", + "image": "12961\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Jenny and Zoe trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJenny and Zoe open their lunch boxes in the school cafeteria. Neither Jenny nor Zoe got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJenny's lunch Zoe's lunch\nOptions: (A) Zoe can trade her almonds for Jenny's tomatoes. (B) Jenny can trade her tomatoes for Zoe's carrots. (C) Zoe can trade her broccoli for Jenny's oranges. (D) Jenny can trade her tomatoes for Zoe's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nJenny wants broccoli. Zoe wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "12965", + "image": "12965\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is B." + } + ] + }, + { + "id": "12966", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Novak Electronics has a reputation for responding real quick to customer concerns and questions. (B) Novak Electronics has a reputation for responding quickly to all customer concerns and questions." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses conversational language (real quick).\nThe second sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "12976", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nThe pastor, explaining his decision to sell his red convertible, said it was a golden calf.\nContext: N/A\nOptions: (A) a movie (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion golden calf is the Bible.\nIn the Bible, Moses grows angry when he discovers some of his followers worshipping a golden calf, an act he sees as an affront to God's law.\nThe allusion golden calf means a material object that is the subject of worship. The answer is B." + } + ] + }, + { + "id": "12979", + "image": "12979\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Dakota?\nContext: N/A\nOptions: (A) Pierre (B) Juneau (C) Bismarck (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Bismarck is the capital of North Dakota. The answer is C." + } + ] + }, + { + "id": "12983", + "image": "12983\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Kitts and Nevis (B) Antigua and Barbuda (C) Jamaica (D) Saint Lucia\n" + }, + { + "from": "gpt", + "value": "This country is Saint Kitts and Nevis. The answer is A." + } + ] + }, + { + "id": "12984", + "image": "12984\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Dakota?\nContext: N/A\nOptions: (A) Pierre (B) Sioux Falls (C) Madison (D) Springfield\n" + }, + { + "from": "gpt", + "value": "Pierre is the capital of South Dakota. The answer is A." + } + ] + }, + { + "id": "12992", + "conversations": [ + { + "from": "human", + "value": "Would you find the word human on a dictionary page with the following guide words?\nhate - here\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince human is not between the guide words hate - here, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "12995", + "image": "12995\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Montana (B) Oregon (C) California (D) Washington\n" + }, + { + "from": "gpt", + "value": "This state is Oregon. The answer is B." + } + ] + }, + { + "id": "12999", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) All ants have six legs. (B) Red ants are worse than black ants." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nAll ants have six legs.\nIt can be proved by reading a book about insects.\nThe second sentence states an opinion.\nRed ants are worse than black ants.\nWorse shows what a person believes, thinks, or feels. Another person might have a different opinion about which ants are worse. The answer is A." + } + ] + }, + { + "id": "13005", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a bathtub?\nContext: Select the best estimate.\nOptions: (A) 75 fluid ounces (B) 75 cups (C) 75 gallons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a bathtub is 75 gallons.\n75 fluid ounces and 75 cups are both too little. The answer is C." + } + ] + }, + { + "id": "13007", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na banana getting ripe on the counter\nsaliva breaking down a piece of bread\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are only physical changes. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA banana getting ripe on the counter is a chemical change. As a banana ripens, the type of matter in it changes. The peel changes color and the inside becomes softer and sweeter.\nSaliva breaking down a piece of bread is a chemical change. Bread is made up mostly of a chemical called starch. Saliva breaks the bonds between atoms in the starch molecules.\nThe atoms then link together to form smaller, simpler molecules of sugar. The sugar is a different type of matter than the starch.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "13009", + "image": "13009\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Pacific Ocean (B) the Arctic Ocean (C) the Southern Ocean (D) the Atlantic Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is D." + } + ] + }, + { + "id": "13012", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Jessica investigate with an experiment?\nContext: Jessica gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:\none basketball\naccess to a brick patio\naccess to a grassy lawn\naccess to a gravel driveway\na meterstick\nOptions: (A) Do larger basketballs bounce higher than smaller basketballs on a brick patio? (B) Does the basketball bounce higher on a lawn or on a dirt path? (C) Does the basketball bounce higher on gravel or on grass?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "13015", + "image": "13015\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the picture. Which word best describes the sound this thunderstorm makes?\nContext: N/A\nOptions: (A) purring (B) booming (C) squeaking\n" + }, + { + "from": "gpt", + "value": "When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n Look at the picture.\nThe word booming describes the sound this thunderstorm makes.\nPurring and squeaking can also describe sounds. But they do not describe the sounds this thunderstorm makes. The answer is B." + } + ] + }, + { + "id": "13016", + "image": "13016\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Australia (B) South America (C) North America (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is B." + } + ] + }, + { + "id": "13017", + "image": "13017\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) Asia (C) Africa (D) South America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Europe. The answer is A." + } + ] + }, + { + "id": "13021", + "conversations": [ + { + "from": "human", + "value": "Suppose Meg decides to join the Photography Club. Which result would be a cost?\nContext: Meg is deciding whether to join the Theater Club or the Photography Club at school. She wants the club she joins to be fun. But she doesn't want it to take up too much time.\nOptions: (A) Meg will give up the chance to be in the Theater Club. She would have had more fun in the Theater Club than in the Photography Club. (B) Meg will save some time. She would have spent more time in the Theater Club than in the Photography Club." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Meg wants or needs:\nMeg will give up the chance to be in the Theater Club. She would have had more fun in the Theater Club than in the Photography Club. The answer is A." + } + ] + }, + { + "id": "13043", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nJason picked up his pace on the trail as his spidey sense began to tingle.\nContext: N/A\nOptions: (A) a comic book (B) a song" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion spidey sense is a comic book.\nThe comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.\nThe allusion spidey sense means a sense of danger coming. The answer is A." + } + ] + }, + { + "id": "13054", + "image": "13054\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following organisms is the primary consumer in this food web?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) Arctic fox (B) rough-legged hawk (C) mushroom\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe mushroom has arrows pointing to it from the barren-ground caribou and the grizzly bear. Neither the barren-ground caribou nor the grizzly bear is a producer, so the earthworm is not a primary consumer.\nThe Arctic fox has an arrow pointing to it from the bilberry. The bilberry is a producer, so the Arctic fox is a primary consumer.\nThe barren-ground caribou has an arrow pointing to it from the lichen. The lichen is a producer, so the barren-ground caribou is a primary consumer.\nThe rough-legged hawk has an arrow pointing to it from the parasitic jaeger. The parasitic jaeger is not a producer, so the rough-legged hawk is not a primary consumer. The answer is A." + } + ] + }, + { + "id": "13058", + "image": "13058\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is diamond a mineral?\nContext: Diamond has the following properties:\nnot made by living things\nfixed crystal structure\nfound in nature\nsolid\nmade of carbon, which is a pure substance\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Diamond has all the properties of a mineral. So, diamond is a mineral. The answer is B." + } + ] + }, + { + "id": "13062", + "image": "13062\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs. A manta ray is an example of a fish.\nOptions: (A) clownfish (B) American alligator\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A clownfish is a fish. It lives underwater. It has fins, not limbs.\nAn American alligator is a reptile. It has scaly, waterproof skin. The answer is A." + } + ] + }, + { + "id": "13063", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the submarine's mass did not change.\nThe gravitational potential energy stored between the submarine and Earth () as the submarine dove toward the ocean floor.\nContext: Read the text about an object in motion.\nA submarine dove hundreds of feet from the surface of the ocean toward the ocean floor.\nOptions: (A) decreased (B) stayed the same (C) increased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the submarine and the center of Earth changed.\nThe ocean floor is lower than the surface of the ocean. As the submarine dove toward the ocean floor, the distance between the submarine and the center of Earth decreased. So, the gravitational potential energy stored between the submarine and Earth decreased as the submarine dove toward the ocean floor. The answer is A." + } + ] + }, + { + "id": "13064", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Francesca inherited this trait?\nContext: Read the description of a trait.\nFrancesca has dark skin.\nOptions: (A) Francesca and her father both have dark hair. (B) Francesca's parents have dark skin. They passed down this trait to Francesca." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "13066", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two sailboats. Which sailboat was moving at a higher speed?\nContext: N/A\nOptions: (A) a sailboat that moved 50miles in 10hours (B) a sailboat that moved 100miles in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each sailboat moved and the time it took to move that distance.\nOne sailboat moved 100 miles in 10 hours.\nThe other sailboat moved 50 miles in 10 hours.\nNotice that each sailboat spent the same amount of time moving. The sailboat that moved 100 miles moved a farther distance in that time. So, that sailboat must have moved at a higher speed. The answer is B." + } + ] + }, + { + "id": "13068", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nhelping - hunter\nContext: N/A\nOptions: (A) hospital (B) hardship" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince hospital is between the guide words helping - hunter, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "13072", + "image": "13072\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a cockatiel produced by this cross will have bright orange cheeks?\nContext: In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).\nThis Punnett square shows a cross between two cockatiels.\nOptions: (A) 2/4 (B) 4/4 (C) 0/4 (D) 1/4 (E) 3/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is B." + } + ] + }, + { + "id": "13078", + "image": "13078\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to crack hard seeds?\nContext: Evening grosbeaks eat small, hard seeds. The shape of the 's beak is adapted to crack open small, hard seeds.\nFigure: evening grosbeak.\nOptions: (A) common swift (B) hawfinch\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the evening grosbeak.\nThe evening grosbeak has a short, thick beak. Its beak is adapted to crack hard seeds. The evening grosbeak uses its short, thick beak to press down on a seed and crack open its hard shell.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds.\nThe common swift has a short, thin beak. Its beak is not adapted to crack hard seeds. The common swift uses its beak to eat insects and other small invertebrates. The answer is B." + } + ] + }, + { + "id": "13086", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this plant's phenotype for the fruit sheen trait?\nContext: In a group of cucumber plants, some individuals have dull fruit and others have glossy fruit. In this group, the gene for the fruit sheen trait has two alleles. The allele for dull fruit (F) is dominant over the allele for glossy fruit (f).\nA certain cucumber plant from this group has the homozygous genotype FF for the fruit sheen gene.\nOptions: (A) dull fruit (B) glossy fruit" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The cucumber plant's genotype for the fruit sheen gene is FF. The cucumber plant's genotype of FF has only F allelles. The F allele is for dull fruit. So, the cucumber plant's phenotype for the fruit sheen trait must be dull fruit.\nTo check this answer, consider whether the cucumber plant's alleles are dominant or recessive. The allele for dull fruit (F) is dominant over the allele for glossy fruit (f). This means F is a dominant allele, and f is a recessive allele.\nThe cucumber plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the cucumber plant's phenotype for the fruit sheen trait must be dull fruit. The answer is A." + } + ] + }, + { + "id": "13087", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThat man comes in here every day for dinner and always gets the most expensive meals. He must be richer than the king!\nContext: N/A\nOptions: (A) hyperbole (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nRicher than the king is an exaggeration, since it is unlikely that the man actually has more money than a king. The answer is A." + } + ] + }, + { + "id": "13093", + "image": "13093\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) shiny (B) bouncy (C) bumpy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The gold nugget is shiny, but the log is not.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nA bouncy object will bounce back from the floor if you drop it. The gold nugget is not bouncy.\nThe property that all three objects have in common is bumpy. The answer is C." + } + ] + }, + { + "id": "13102", + "image": "13102\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Ronald's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nRonald mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37\u00b0C room. Then, Ronald used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nOptions: (A) Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon? (B) Does temperature affect how much bacteria can grow in liquid?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "13110", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\n\"This is the best day of my life,\" Mr. Bartlett mumbled after his car broke down on the way to an important job interview.\nContext: N/A\nOptions: (A) Mr. Bartlett was having a bad day. (B) Mr. Bartlett liked fixing cars." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nThe best day of my life ironically suggests that Mr. Bartlett was having a bad day. He was having the opposite of a good day because his car broke down when he needed to be on time. The answer is A." + } + ] + }, + { + "id": "13114", + "image": "13114\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Diane's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nDiane planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Diane watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.\nOptions: (A) Do radishes grown under bright light get bigger than radishes grown under dim light? (B) Do radish plants grown under bright light have more leaves than radish plants grown under dim light?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "13122", + "image": "13122\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "13125", + "conversations": [ + { + "from": "human", + "value": "Use the evidence in the text to select the photosynthetic organism.\nContext: N/A\nOptions: (A) Poison oak is a type of shrub that may have red or green leaves. Poison oak shrubs have chloroplasts in their cells. These shrubs also produce an oil that can give people an itchy rash if they touch the leaves. (B) Poison dart frogs have special substances in their cells. These substances help protect the frogs from poisons in the insects they eat. Eating these insects also makes the frogs poisonous!" + }, + { + "from": "gpt", + "value": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.\nTheir cells contain chloroplasts, which are cell structures where photosynthesis occurs.\nTheir chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.\nThey use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce. This organism is photosynthetic:\nThe text tells you that poison oak shrubs have chloroplasts in their cells. This is evidence that poison oak is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the poison dart frog is photosynthetic. The answer is A." + } + ] + }, + { + "id": "13128", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nDid you know that Reggie is back home living with his parents again and won't get a job? Gosh, millennials are such a lazy generation.\nContext: N/A\nOptions: (A) appeal to nature: the assumption that natural things are always good (B) hasty generalization: a broad claim based on too few observations (C) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Reggie living with his parents means that millennials in general are lazy. However, one millennial's behavior does not necessarily reflect the behavior of the entire generation. This illustrates a type of logical fallacy known as a hasty generalization. The answer is B." + } + ] + }, + { + "id": "13133", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Arrived at the beach. (B) The child built a tower, he used colored blocks." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The child built a tower, he used colored blocks is a run-on sentence. It has two sentences that are joined by just a comma: The child built a tower and He used colored blocks. The answer is B." + } + ] + }, + { + "id": "13145", + "conversations": [ + { + "from": "human", + "value": "Select the animal that has a backbone.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones.\nOptions: (A) Tasmanian devil (B) wolf spider" + }, + { + "from": "gpt", + "value": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A Tasmanian devil is a mammal. Like other mammals, a Tasmanian devil has a backbone.\nLike other spiders, a wolf spider does not have a backbone. It has a hard outer cover. The answer is A." + } + ] + }, + { + "id": "13147", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two buses. Which bus was moving at a higher speed?\nContext: N/A\nOptions: (A) a bus that moved 825kilometers in 10hours (B) a bus that moved 460kilometers in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each bus moved and the time it took to move that distance.\nOne bus moved 825 kilometers in 10 hours.\nThe other bus moved 460 kilometers in 10 hours.\nNotice that each bus spent the same amount of time moving. The bus that moved 825 kilometers moved a farther distance in that time. So, that bus must have moved at a higher speed. The answer is A." + } + ] + }, + { + "id": "13162", + "image": "13162\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is A." + } + ] + }, + { + "id": "13164", + "image": "13164\\image.png", + "conversations": [ + { + "from": "human", + "value": "When might a giant tortoise sleep for weeks at a time?\nContext: Read the text about giant tortoises.\nThe Gal\u00e1pagos Islands in the Pacific Ocean are home to the giant tortoise. These tortoises are massive, weighing nearly five hundred pounds. However, giant tortoises do not use much energy.\nThey often rest for up to sixteen hours a day. And when there is little water, giant tortoises might sleep for weeks at a time. This helps them save energy. Giant tortoises can live up to a year without food or water if they have to!\nLife has not always been easy for giant tortoises, though. When people first arrived at the Gal\u00e1pagos Islands hundreds of years ago, they took many of the tortoises away. And some people hunted the tortoises for food and oil. Few tortoises are left on the island today. Luckily, many groups of people are now working to keep these giant animals safe. Hopefully, giant tortoises can roam the islands for many years to come.\nOptions: (A) when there is not much water (B) when the tortoise is growing quickly (C) when it is cold outside\n" + }, + { + "from": "gpt", + "value": "Look at the text in bold below. It tells you when a giant Gal\u00e1pagos tortoise might sleep for weeks at a time.\nThe Gal\u00e1pagos Islands in the Pacific Ocean are home to the giant tortoise. These tortoises are massive, weighing nearly five hundred pounds. However, giant tortoises do not use much energy. They often rest for up to sixteen hours a day. And when there is little water, giant tortoises might sleep for weeks at a time. This helps them save energy. Giant tortoises can live up to a year without food or water if they have to! The answer is A." + } + ] + }, + { + "id": "13166", + "image": "13166\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oregon?\nContext: N/A\nOptions: (A) Boston (B) Portland (C) Salem (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Salem is the capital of Oregon. The answer is C." + } + ] + }, + { + "id": "13180", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nWhen Katie first joined the track team, she was afraid of jumping, but she got over that hurdle.\nContext: N/A\nOptions: (A) pun (B) allusion" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over. The answer is A." + } + ] + }, + { + "id": "13184", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\nErik is big-boned, so despite being in middle school, he often shops in the men's department.\nContext: N/A\nOptions: (A) Erik is overweight. (B) Erik is tall for his age." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism big-boned suggests that Erik is overweight. The answer is A." + } + ] + }, + { + "id": "13197", + "image": "13197\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Dominica (B) Saint Kitts and Nevis (C) Jamaica (D) the Dominican Republic\n" + }, + { + "from": "gpt", + "value": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is D." + } + ] + }, + { + "id": "13199", + "image": "13199\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA goldfish is an example of a fish.\nOptions: (A) piranha (B) American bullfrog (C) olive toad (D) sea otter\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. An American bullfrog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nAn olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal. The answer is A." + } + ] + }, + { + "id": "13202", + "image": "13202\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to get nectar out of long flowers?\nContext: s live in the woodlands and meadows of California and Mexico. The shape of this hummingbird's beak is adapted to get nectar out of long flowers.\nFigure: Allen's hummingbird.\nOptions: (A) green violetear (B) secretary bird\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the Allen's hummingbird.\nThe Allen's hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The Allen's hummingbird's long, thin beak can reach deep into the flowers.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe green violetear has a long, thin beak. Its beak is adapted to get nectar out of long flowers.\nThe secretary bird has a sharp hooked beak. Its beak is not adapted to get nectar out of long flowers. The secretary bird uses its beak to eat meat. The answer is A." + } + ] + }, + { + "id": "13204", + "image": "13204\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe Cascade Range formed at a () boundary.\nContext: Read the passage and look at the picture.\nThe Cascade Range is a volcanic arc in the Pacific Northwest that begins in California and runs north into British Columbia. As the North American Plate and the Juan de Fuca Plate move toward each other, oceanic crust of the Juan de Fuca Plate subducts, or sinks, below continental crust of the North American Plate.\nThere are eighteen volcanoes in the Cascade Range, and some of them are still active. Mount St. Helens is an active volcano near Seattle, Washington. It last erupted in May of 1980.\nOptions: (A) divergent (B) transform (C) convergent\n" + }, + { + "from": "gpt", + "value": "The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a divergent boundary, two plates are moving away from each other.\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nocean-continent subduction zone\nOne type of convergent boundary is an ocean-continent subduction zone, which forms when a plate with oceanic crust and a plate with continental crust move toward each other. The oceanic crust subducts, or sinks, below the continental crust.\nAs the oceanic crust subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes called a volcanic arc. To figure out what type of plate boundary formed the Cascade Range, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nThe Cascade Range is a volcanic arc in the Pacific Northwest that begins in California and runs north into British Columbia. As the North American Plate and the Juan de Fuca Plate move toward each other, oceanic crust of the Juan de Fuca Plate subducts, or sinks, below continental crust of the North American Plate.\nThere are eighteen volcanoes in the Cascade Range, and some of them are still active. Mount St. Helens is an active volcano near Seattle, Washington. It last erupted in May of 1980.\nThe underlined part of the passage explains that the Cascade Range formed as the two plates moved toward each other. So, the Cascade Range formed at a convergent boundary. The answer is C." + } + ] + }, + { + "id": "13210", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ngetting a haircut\nsawing a log in half\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are only physical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nGetting a haircut is a physical change. Your hair is shorter after a haircut. But it is still made of the same type of matter.\nSawing a log in half is a physical change. The log splits into two pieces. But the pieces are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "13215", + "image": "13215\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted for climbing trees?\nContext: Vervet monkeys live in the grasslands and forests of Africa. They climb trees to find food and shelter. The 's hands and feet are adapted for climbing trees.\nFigure: vervet monkey.\nOptions: (A) lama (B) bare-eared squirrel monkey\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the vervet monkey.\nThe vervet monkey has long fingers and toes. It is adapted for climbing trees. The vervet monkey uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe lama has four hoofed feet. It is not adapted for climbing trees. The lama uses its feet to walk and run. The answer is B." + } + ] + }, + { + "id": "13219", + "image": "13219\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Austin (B) Boise (C) Santa Fe (D) Des Moines\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is B." + } + ] + }, + { + "id": "13227", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nFrom the look on her face, Vivian is carrying an albatross around her neck.\nContext: N/A\nOptions: (A) a poem (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion an albatross around her neck is a poem.\nIn Samuel Taylor Coleridge's poem \"The Rime of the Ancient Mariner,\" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.\nThe allusion an albatross around her neck means a burden a person must bear. The answer is A." + } + ] + }, + { + "id": "13230", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nEli remarked that the new book on anti-gravity was impossible to put down.\nContext: N/A\nOptions: (A) allusion (B) pun" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nImpossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down. The answer is B." + } + ] + }, + { + "id": "13236", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nchief - corral\nContext: N/A\nOptions: (A) called (B) class" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince class is between the guide words chief - corral, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "13247", + "image": "13247\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of West Virginia?\nContext: N/A\nOptions: (A) Huntington (B) Oklahoma City (C) Charleston (D) Buffalo\n" + }, + { + "from": "gpt", + "value": "Charleston is the capital of West Virginia. The answer is C." + } + ] + }, + { + "id": "13251", + "image": "13251\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. A common toad is an example of an amphibian.\nOptions: (A) red-spotted newt (B) human\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A red-spotted newt is an amphibian. It has moist skin and begins its life in water.\nA human is a mammal. It has hair and feeds its young milk. The answer is A." + } + ] + }, + { + "id": "13252", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) The terrible snowstorm brought traffic to a halt. (B) Matthew makes toast for breakfast, or he eats a banana later at school." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction or.\nMatthew makes toast for breakfast, or he eats a banana later at school. The answer is B." + } + ] + }, + { + "id": "13253", + "image": "13253\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Grenada (B) Trinidad and Tobago (C) Saint Lucia (D) Saint Vincent and the Grenadines\n" + }, + { + "from": "gpt", + "value": "This country is Grenada. The answer is A." + } + ] + }, + { + "id": "13258", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nScientists will measure the rainfall in Livingston.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, measure. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "13263", + "image": "13263\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Montana?\nContext: N/A\nOptions: (A) Anchorage (B) Los Angeles (C) Helena (D) Honolulu\n" + }, + { + "from": "gpt", + "value": "Helena is the capital of Montana. The answer is C." + } + ] + }, + { + "id": "13268", + "image": "13268\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Arianna and Sidney trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nArianna and Sidney open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Arianna wanted broccoli in her lunch and Sidney was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Arianna can trade her tomatoes for Sidney's sandwich. (B) Arianna can trade her tomatoes for Sidney's broccoli. (C) Sidney can trade her broccoli for Arianna's oranges. (D) Sidney can trade her almonds for Arianna's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Arianna wanted broccoli in her lunch and Sidney was hoping for tomatoes. Look at the labeled part of the images.\nArianna has tomatoes. Sidney has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B." + } + ] + }, + { + "id": "13271", + "image": "13271\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Amazon rain forest ecosystem?\nContext: Figure: Amazon rain forest.\nThe Amazon rain forest is a tropical rain forest ecosystem located in Brazil, Peru, and several other South American countries.\nOptions: (A) It has cold winters. It also has many different types of organisms. (B) It has year-round rain. It also has many different types of organisms.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Amazon rain forest has year-round rain. It also has many different types of organisms. The answer is B." + } + ] + }, + { + "id": "13280", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nWhile at the park today, Kyle noticed that the wind was coming from the southwest.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhile at the park today, Kyle noticed that the wind was coming from the southwest.\nThis passage tells you about the wind direction at the park today. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "13285", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) white-spotted octopus (B) locust (C) whiptail lizard (D) peacock butterfly" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.\nLike other octopuses, a white-spotted octopus is an invertebrate. It does not have a backbone. It has a soft body.\nA peacock butterfly is an insect. Like other insects, a peacock butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA locust is an insect. Like other insects, a locust is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C." + } + ] + }, + { + "id": "13293", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAs Charlie sat down on the rickety old chair, it abruptly collapsed beneath him.\nContext: N/A\nOptions: (A) compound (B) complex (C) compound-complex (D) simple" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Charlie sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B." + } + ] + }, + { + "id": "13309", + "image": "13309\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Dustin and Irma trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nDustin and Irma open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Dustin wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Dustin can trade his tomatoes for Irma's broccoli. (B) Irma can trade her broccoli for Dustin's oranges. (C) Dustin can trade his tomatoes for Irma's sandwich. (D) Irma can trade her almonds for Dustin's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Dustin wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the labeled part of the images.\nDustin has tomatoes. Irma has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A." + } + ] + }, + { + "id": "13311", + "image": "13311\\image.png", + "conversations": [ + { + "from": "human", + "value": "What location was involved in the triangular trade?\nContext: By the 1700s, merchants in the Thirteen Colonies traded goods across the Atlantic Ocean in a pattern called triangular trade. Look at the map showing this trade. Then answer the question below.\nOptions: (A) China (B) the Thirteen Colonies\n" + }, + { + "from": "gpt", + "value": "Look at the map.\nThe arrows on the map show that goods moved to and from these locations:\nChina was not involved in the triangular trade. The answer is B." + } + ] + }, + { + "id": "13312", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\njerk - junk\nContext: N/A\nOptions: (A) join (B) jaw" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince join is between the guide words jerk - junk, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "13319", + "image": "13319\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the Canada lynx.\nContext: This organism is a Canada lynx. Its scientific name is Lynx canadensis.\nOptions: (A) Lynx rufus (B) Macropus agilis (C) Lynx canadensis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Canada lynx's scientific name is Lynx canadensis.\nMacropus agilis does not have the same scientific name as a Canada lynx. So, Lynx canadensis and Macropus agilis are not in the same species.\nLynx canadensis is in the same genus as Lynx rufus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Lynx canadensis and Lynx rufus are different species within the same genus.\nLynx canadensis has the same scientific name as a Canada lynx. So, these organisms are in the same species. The answer is C." + } + ] + }, + { + "id": "13344", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nMelted rock comes out of a gap in Earth's surface.\nContext: N/A\nOptions: (A) wildfire (B) volcanic eruption (C) erosion" + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "13348", + "image": "13348\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Massachusetts (B) Pennsylvania (C) South Carolina (D) Wisconsin\n" + }, + { + "from": "gpt", + "value": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is A." + } + ] + }, + { + "id": "13354", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word terribly in its traditional sense?\nContext: N/A\nOptions: (A) Heather was terribly late to work this morning because her car broke down on the freeway. (B) Heather's car was running terribly before she took it to the mechanic for a tune-up." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses terribly in its traditional sense: in a terrible manner.\nHeather's car was running terribly before she took it to the mechanic for a tune-up.\nThe second text uses terribly in its nontraditional sense: extremely; very.\nHeather was terribly late to work this morning because her car broke down on the freeway.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "13356", + "image": "13356\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Elise and Nolan trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nElise and Nolan open their lunch boxes in the school cafeteria. Neither Elise nor Nolan got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nElise's lunch Nolan's lunch\nOptions: (A) Nolan can trade his broccoli for Elise's oranges. (B) Elise can trade her tomatoes for Nolan's broccoli. (C) Elise can trade her tomatoes for Nolan's carrots. (D) Nolan can trade his almonds for Elise's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nElise wants broccoli. Nolan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "13388", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word unique in its traditional sense?\nContext: N/A\nOptions: (A) Warren custom ordered his unique coffee table from a master craftsman in Oak Grove. (B) Warren bought his unique coffee table from a factory outlet store in Oak Grove." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses unique in its traditional sense: being the only one of its kind.\nWarren custom ordered his unique coffee table from a master craftsman in Oak Grove.\nThe first text uses unique in its nontraditional sense: interesting or unusual. Warren's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.\nWarren bought his unique coffee table from a factory outlet store in Oak Grove.\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "13392", + "image": "13392\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "13393", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nAnna has naturally red hair.\nContext: Hint: Some people dye their hair. But this does not change their natural hair color.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Anna's hair color is an inherited trait. The answer is B." + } + ] + }, + { + "id": "13394", + "image": "13394\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Nina and Ivan trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNina and Ivan open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Nina wanted broccoli in her lunch and Ivan was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Ivan can trade his almonds for Nina's tomatoes. (B) Nina can trade her tomatoes for Ivan's sandwich. (C) Nina can trade her tomatoes for Ivan's broccoli. (D) Ivan can trade his broccoli for Nina's oranges.\n" + }, + { + "from": "gpt", + "value": "Nina wanted broccoli in her lunch and Ivan was hoping for tomatoes. Look at the labeled part of the images.\nNina has tomatoes. Ivan has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C." + } + ] + }, + { + "id": "13397", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a warm loaf of bread?\nContext: Select the better estimate.\nOptions: (A) 65\u00b0F (B) 65\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a warm loaf of bread is 65\u00b0C.\n65\u00b0F is too cold. The answer is B." + } + ] + }, + { + "id": "13408", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nThe most delicious avocados in the U.S. are grown in California because California avocados have the best taste.\nContext: N/A\nOptions: (A) false dichotomy: an argument that presents only two choices when more options exist (B) guilt by association: a negative association intended to discredit someone or something (C) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that avocados from California are the most delicious because they taste the best. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is C." + } + ] + }, + { + "id": "13413", + "image": "13413\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) colorful (B) sticky\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA colorful object has one or more bright colors. The flip-flops are colorful.\nA sticky object can stick to other things. The flip-flops are not sticky. The answer is A." + } + ] + }, + { + "id": "13420", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nLithium bromide is ().\nContext: Lithium bromide is used to absorb moisture from the air. The chemical formula for lithium bromide is LiBr.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether lithium bromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for lithium bromide, LiBr, contains two atomic symbols: Li for lithium and Br for bromine. So, the formula tells you that lithium bromide is composed of two chemical elements bonded together.\nSince lithium bromide is composed of multiple chemical elements bonded together, lithium bromide is a compound. The answer is A." + } + ] + }, + { + "id": "13424", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) coffee (B) eraser (C) air inside a tire (D) air inside a bubble" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.\nThe air inside a tire is a gas. A gas expands to fill a space. The air in a tire expands to fill all the space inside the tire. If air leaks out, it will expand into the space around the tire.\nThe air inside a bubble is a gas. A gas expands to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.\nAn eraser is a solid. You can bend an eraser. But it will still have a size and shape of its own. The answer is B." + } + ] + }, + { + "id": "13434", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Cameron inherited this trait?\nContext: Read the description of a trait.\nCameron has blue eyes.\nOptions: (A) Cameron likes to wear a blue sweater to match his blue eyes. (B) Cameron's mother has blue eyes. She passed this trait down to Cameron." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "13437", + "conversations": [ + { + "from": "human", + "value": "Choose the poem that uses onomatopoeia.\nContext: From Emily Dickinson, \"I heard a Fly buzz (465)\" and from William Knox, \"Mortality\"\nOptions: (A) I heard a Fly buzz\u2014when I died\u2014\nThe Stillness in the Room\nWas like the Stillness in the Air\u2014\nBetween the Heaves of Storm\u2014 (B) The peasant whose lot was to sow and to reap,\nThe herdsman who climbed with his goats to the steep,\nThe beggar that wandered in search of his bread,\nHave faded away like the grass that we tread." + }, + { + "from": "gpt", + "value": "Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. This poem uses onomatopoeia. It uses language that sounds like what it talks about. The answer is A." + } + ] + }, + { + "id": "13441", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nVictory at all costs, victory in spite of all terror, victory however long and hard the road may be.\n\u2014Winston Churchill\nContext: N/A\nOptions: (A) anaphora (B) apostrophe" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nChurchill repeats the word victory at the beginning of each phrase. The answer is A." + } + ] + }, + { + "id": "13443", + "image": "13443\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Sacramento (B) Boise (C) Olympia (D) Seattle\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is C." + } + ] + }, + { + "id": "13446", + "image": "13446\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Florida (B) South Carolina (C) Maryland (D) Tennessee\n" + }, + { + "from": "gpt", + "value": "The colony is Maryland. The answer is C." + } + ] + }, + { + "id": "13456", + "image": "13456\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?\nContext: Figure: Tongue Point Marine Life Sanctuary.\nTongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.\nOptions: (A) It has daily flooding and draining of seawater. It also has many different types of organisms. (B) It has daily flooding and draining of seawater. It also has water that is poor in nutrients.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have daily flooding and draining of seawater. They also have many different types of organisms. The answer is A." + } + ] + }, + { + "id": "13457", + "image": "13457\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Edwin's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nEdwin poured 30 milliliters of water into each of six measuring cups. He poured the same volume of apple juice into another six measuring cups. He kept the measuring cups in a freezer for 48 hours. Edwin then observed the frozen liquids' volumes in the measuring cups. He measured the amount the volumes increased to see how much the liquids had expanded while freezing. He compared how much the water expanded to how much the apple juice expanded.\nFigure: water in a measuring cup.\nOptions: (A) Does apple juice expand more or less than water when it freezes? (B) Does water freeze more quickly than apple juice?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "13458", + "conversations": [ + { + "from": "human", + "value": "Would you find the word sacred on a dictionary page with the following guide words?\nshoe - source\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince sacred is not between the guide words shoe - source, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "13459", + "image": "13459\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe volume of Earth is more than ten times the volume of Mercury.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of ten times the volume of Mercury.\nThen compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is greater than 6.08 x 10^11 km^3. So, the volume of Earth is more than ten times the volume of Mercury. The answer is A." + } + ] + }, + { + "id": "13461", + "image": "13461\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) Africa (C) Asia (D) North America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Asia. The answer is C." + } + ] + }, + { + "id": "13463", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the placental mammal traits listed above.\nContext: Placental mammals are a group of animals with similar traits. The following traits can be used to identify placental mammals:\nThey give birth to live offspring.\nThey have fur or hair. Observe the animals and read the descriptions.\nOptions: (A) Dwarf crocodiles are the smallest crocodiles alive today. They grow to be about five feet long and have scaly, waterproof skin. Dwarf crocodiles live in Central Africa and hatch from eggs with shells. (B) North American beavers have fur and live near lakes and rivers. They use sticks and mud to build homes, or lodges, for themselves. Female beavers give birth to live offspring inside the lodges." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nPlacental mammals have the following traits:\nThey give birth to live offspring.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA dwarf crocodile has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA dwarf crocodile does not have all of the traits of a placental mammal. A dwarf crocodile is a reptile.\nA North American beaver has the following traits:\nIt gives birth to live offspring.\nA North American beaver has the traits of a placental mammal. A North American beaver is a placental mammal. The answer is B." + } + ] + }, + { + "id": "13469", + "conversations": [ + { + "from": "human", + "value": "Suppose Darnel decides to take a trip to Connecticut. Which result would be a cost?\nContext: Darnel is deciding whether to take a trip to Connecticut or Virginia. He wants to enjoy his trip. But he is also trying to save money.\nOptions: (A) Darnel will enjoy his trip to Connecticut more than he would have enjoyed a trip to Virginia. (B) Darnel will spend more money. Plane tickets for Darnel to get to Connecticut are more expensive than tickets to Virginia." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Darnel wants or needs:\nDarnel will spend more money. Plane tickets for Darnel to get to Connecticut are more expensive than tickets to Virginia. The answer is B." + } + ] + }, + { + "id": "13471", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nDevon has naturally pale skin.\nContext: Hint: Humans are born with their skin color.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their skin color. Babies get their skin color from their parents. So, Devon's skin color is an inherited trait. The answer is B." + } + ] + }, + { + "id": "13475", + "conversations": [ + { + "from": "human", + "value": "Select the one true statement.\nContext: N/A\nOptions: (A) The Golgi is inside the cell membrane in an animal cell. (B) Plant cells can have vacuoles but do not have mitochondria. (C) The endoplasmic reticulum breaks down sugar to release energy that a plant cell can use." + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "13476", + "image": "13476\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Southern Ocean (B) the Indian Ocean (C) the Arctic Ocean (D) the Pacific Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude. The answer is A." + } + ] + }, + { + "id": "13480", + "image": "13480\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes.\nOptions: (A) the surroundings . . . each bottle (B) each bottle . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle. The answer is A." + } + ] + }, + { + "id": "13484", + "image": "13484\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A bald eagle is an example of a bird.\nOptions: (A) painted stork (B) human\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A painted stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates. The answer is A." + } + ] + }, + { + "id": "13488", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Sugar's genotype for the body size gene?\nContext: In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele B is for a normal-sized body, and the allele b is for a dwarf body.\nSugar, a rat from this group, has a normal-sized body. Sugar has two alleles for a normal-sized body.\nOptions: (A) BB (B) a normal-sized body" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Sugar has two alleles for a normal-sized body (B). So, Sugar's genotype for the body size gene is BB. The answer is A." + } + ] + }, + { + "id": "13489", + "image": "13489\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Ohio?\nContext: N/A\nOptions: (A) Cleveland (B) Columbus (C) Cincinnati (D) Fargo\n" + }, + { + "from": "gpt", + "value": "Columbus is the capital of Ohio. The answer is B." + } + ] + }, + { + "id": "13491", + "image": "13491\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "13497", + "image": "13497\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Katy and Anne's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nKaty and Anne were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if a new batch of concrete was firm enough to use (B) if the concrete from each batch took the same amount of time to dry\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "13500", + "image": "13500\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) salty (B) bendable\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA bendable object can be bent without breaking. The cracker is not bendable.\nPotato chips have a salty taste. The cracker is salty. The answer is A." + } + ] + }, + { + "id": "13503", + "image": "13503\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Vermont?\nContext: N/A\nOptions: (A) Montpelier (B) Wilmington (C) Burlington (D) Hartford\n" + }, + { + "from": "gpt", + "value": "Montpelier is the capital of Vermont. The answer is A." + } + ] + }, + { + "id": "13507", + "image": "13507\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Tonga (B) Australia (C) Solomon Islands (D) New Zealand\n" + }, + { + "from": "gpt", + "value": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is B." + } + ] + }, + { + "id": "13510", + "conversations": [ + { + "from": "human", + "value": "How long does it take to sing the ABC song?\nContext: Select the better estimate.\nOptions: (A) 23 seconds (B) 23 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to sing the ABC song is 23 seconds.\n23 minutes is too slow. The answer is A." + } + ] + }, + { + "id": "13525", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nWater freezing into ice is a ().\nContext: N/A\nOptions: (A) chemical change (B) physical change" + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water. The answer is B." + } + ] + }, + { + "id": "13528", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAs Pablo sat down on the rickety old chair, it abruptly collapsed beneath him.\nContext: N/A\nOptions: (A) simple (B) complex (C) compound-complex (D) compound" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Pablo sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B." + } + ] + }, + { + "id": "13539", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) ***Apple or Orange*** (B) \"Apple or Orange?\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Apple or Orange**. The answer is A." + } + ] + }, + { + "id": "13544", + "image": "13544\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which fish's mouth is also adapted for tearing through meat?\nContext: Bull sharks eat turtles, birds, dolphins, and other fish. The mouth of the is adapted to tear through meat.\nFigure: bull shark.\nOptions: (A) copperband butterflyfish (B) barracuda\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the bull shark.\nThe bull shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The bull shark uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat. The answer is B." + } + ] + }, + { + "id": "13547", + "image": "13547\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following is on the map?\nContext: Read the passage. Then answer the question.\nThis is a map of Earth. The map uses color to show parts of Earth that are covered by land and water. The map uses white to show large sheets of ice and snow called glaciers.\nThe map's legend, or information box, shows the feature that each color represents.\nOptions: (A) water in clouds (B) water in oceans\n" + }, + { + "from": "gpt", + "value": "The map uses blue to show liquid water in rivers, lakes, and oceans. It uses white to show water that is frozen in glaciers.\nThe map shows only water that is on the surface of Earth. It does not show water that is underground or in clouds. Other maps might use different colors to show water that is underground or in clouds. The answer is B." + } + ] + }, + { + "id": "13551", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) mat (B) shut (C) rut" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words shut and rut rhyme. They both end with the ut sound.\nThe word mat does not rhyme. It ends with a different sound. The answer is A." + } + ] + }, + { + "id": "13552", + "image": "13552\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "13571", + "image": "13571\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the kelp?\nContext: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) zooplankton (B) phytoplankton (C) bat star\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.There is one path matter can take from the kelp to the sea cucumber: kelp->sea urchin->sea otter->orca->sea cucumber. There is one path matter can take from the kelp to the bat star: kelp->kelp bass->bat star. phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the phytoplankton.. zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton.. The answer is C." + } + ] + }, + { + "id": "13574", + "image": "13574\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "13592", + "image": "13592\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs. A goldfish is an example of a fish.\nOptions: (A) barn owl (B) clownfish\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A barn owl is a bird. It has feathers, two wings, and a beak.\nA clownfish is a fish. It lives underwater. It has fins, not limbs. The answer is B." + } + ] + }, + { + "id": "13599", + "conversations": [ + { + "from": "human", + "value": "Last year, there were seven men's clothing stores on Main Street in Princeton. This year, there are only three. What probably happened to the overall supply of men's shirts in Princeton?\nContext: N/A\nOptions: (A) The supply probably went up. (B) The supply probably went down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. The answer is B." + } + ] + }, + { + "id": "13603", + "image": "13603\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Elena's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nElena planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Elena watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.\nOptions: (A) Do radishes grown under bright light get bigger than radishes grown under dim light? (B) Do radish plants grown under bright light have more leaves than radish plants grown under dim light?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "13605", + "image": "13605\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) The Bahamas (B) Haiti (C) Cuba (D) Antigua and Barbuda\n" + }, + { + "from": "gpt", + "value": "This country is The Bahamas. The answer is A." + } + ] + }, + { + "id": "13614", + "image": "13614\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution A (B) neither; their concentrations are the same (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same. The answer is B." + } + ] + }, + { + "id": "13621", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) The conference that was originally scheduled for Tuesday will now be held on Wednesday. (B) FYI, the conference that was originally scheduled for Tuesday will now be held on Wednesday." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses abbreviated language (FYI).\nThe second sentence does not use abbreviated language, so it is more formal. The answer is A." + } + ] + }, + { + "id": "13640", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJosh has naturally pale skin.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their skin color. Babies get their skin color from their parents. So, Josh's skin color is an inherited trait. The answer is B." + } + ] + }, + { + "id": "13643", + "image": "13643\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) blue (B) scratchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The yarn pom pom is not scratchy.\nBlue is a color.\nThis color is blue. The yarn pom pom is blue. The answer is A." + } + ] + }, + { + "id": "13644", + "image": "13644\\image.png", + "conversations": [ + { + "from": "human", + "value": "According to the map, which of the following statements is true about North America in the early colonial era?\nContext: Look at the map of North America in the early colonial era, or the 1600s and early 1700s. Then answer the question below.\nOptions: (A) England claimed most of the Atlantic coast of North America. (B) The Dutch controlled the most territory in eastern North America.\n" + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "13652", + "image": "13652\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the agile wallaby.\nContext: This organism is an agile wallaby. Its scientific name is Macropus agilis.\nOptions: (A) Ictinia mississippiensis (B) Macropus agilis (C) Lacerta agilis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.\nIctinia mississippiensis is in the genus Ictinia. The first word of its scientific name is Ictinia. So, Ictinia mississippiensis and Macropus agilis are not in the same genus.\nThis organism and the agile wallaby are in the same genus and the same species! Both organisms have the same scientific name, Macropus agilis.\nLacerta agilis and Macropus agilis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Lacerta agilis and Macropus agilis have the same species name within their genus, agilis. But the first words of their scientific names are different. Lacerta agilis is in the genus Lacerta, and Macropus agilis is in the genus Macropus. The answer is B." + } + ] + }, + { + "id": "13666", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nVincent and Tessa have trouble working on projects together. Although Tessa is very sociable and friendly, she's not exactly a team player.\nContext: N/A\nOptions: (A) euphemism (B) paradox" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nNot exactly a team player is an indirect way of saying that someone doesn't work well with others. The answer is A." + } + ] + }, + { + "id": "13667", + "image": "13667\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Kyle and Tony trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKyle and Tony open their lunch boxes in the school cafeteria. Neither Kyle nor Tony got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nKyle's lunch Tony's lunch\nOptions: (A) Tony can trade his broccoli for Kyle's oranges. (B) Tony can trade his almonds for Kyle's tomatoes. (C) Kyle can trade his tomatoes for Tony's carrots. (D) Kyle can trade his tomatoes for Tony's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nKyle wants broccoli. Tony wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "13678", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word peruse in its traditional sense?\nContext: N/A\nOptions: (A) Brad perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift. (B) Brad perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses peruse in its traditional sense: to examine in detail.\nBrad perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.\nThe second text uses peruse in its nontraditional sense: to look through in a casual manner.\nBrad perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.\nMost style guides recommend to use the traditional sense of the word peruse because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "13687", + "image": "13687\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) Sacramento (B) Boise (C) Honolulu (D) San Francisco\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is A." + } + ] + }, + { + "id": "13688", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Jennifer inherited this trait?\nContext: Read the description of a trait.\nJennifer has brown eyes.\nOptions: (A) Jennifer's father has brown eyes. He passed this trait down to Jennifer. (B) Jennifer's hair is the same color as her brown eyes." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "13695", + "image": "13695\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "13696", + "conversations": [ + { + "from": "human", + "value": "Which is harder?\nContext: N/A\nOptions: (A) glass bottle (B) wool scarf" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Hard is a property. A hard material keeps its shape when you press on it with your finger.\nLook at each picture, one at a time. Imagine pushing on the material shown in each picture.\nOf the choices, the glass bottle is harder. If you squeeze a glass bottle, it will not change shape. The answer is A." + } + ] + }, + { + "id": "13704", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Leslie acquired this trait?\nContext: Read the description of a trait.\nLeslie has a scar on her left leg.\nOptions: (A) Some scars fade more quickly than others. (B) Leslie's scar was caused by an accident. She cut her leg when she was climbing a tree." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "13715", + "image": "13715\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak.\nBirds are warm-blooded. Warm-blooded animals can control their body temperature.\nA turkey vulture is an example of a bird.\nOptions: (A) gray tree frog (B) black howler (C) zebra (D) barn owl\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A barn owl is a bird. It has feathers, two wings, and a beak.\nBarn owls live on every continent except Antarctica.\nA black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA zebra is a mammal. It has hair and feeds its young milk.\nZebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.\nA gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches. The answer is D." + } + ] + }, + { + "id": "13726", + "conversations": [ + { + "from": "human", + "value": "Which of the following statements is true?\nContext: All matter is made of atoms. Atoms are very small pieces of matter. But they are not the smallest pieces of matter. Atoms are made of even smaller pieces, or particles.\nSome of these particles have a property called electric charge. There are two types of electric charge: positive and negative. Particles with a positive electric charge are called positive charges. Particles with a negative electric charge are called negative charges.\nOptions: (A) Electric charge can be positive or negative. (B) Particles with any electric charge are called positive charges. (C) The smallest piece of matter is called an atom." + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "13732", + "image": "13732\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Virginia?\nContext: N/A\nOptions: (A) Norfolk (B) Little Rock (C) Richmond (D) Biloxi\n" + }, + { + "from": "gpt", + "value": "Richmond is the capital of Virginia. The answer is C." + } + ] + }, + { + "id": "13736", + "image": "13736\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.\nContext: The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.\nOptions: (A) to the left than to the right (B) to the right than to the left\n" + }, + { + "from": "gpt", + "value": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. The answer is B." + } + ] + }, + { + "id": "13738", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Estelle investigate with an experiment?\nContext: Estelle is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:\naccess to a small snow-covered hill at the park\na small plastic sled\na large plastic sled\na rubber inner tube sled\na stopwatch\nOptions: (A) Does a rubber inner tube sled go faster down a small hill or down a big hill? (B) Does a rubber inner tube sled or a plastic sled go faster down a hill? (C) Does a plastic sled or a wooden sled go down a hill faster?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "13741", + "image": "13741\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of pink particles?\nContext: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles. The answer is B." + } + ] + }, + { + "id": "13744", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the cartilaginous fish traits listed above.\nContext: Cartilaginous fish are a group of animals with similar traits. The following traits can be used to identify cartilaginous fish:\nThey have fins, not limbs.\nThey live underwater.\nThey have a skeleton made of cartilage.\nThey make eggs with no shells. Observe the animals and read the descriptions.\nOptions: (A) Tiger sharks get their name from the dark stripes on their body. They can be over 15 feet long, and they have a skeleton made of cartilage, not bone. Tiger shark eggs do not have shells for protection. Instead, the eggs grow and hatch inside the mother shark. (B) Snowy owls have sharp, curved beaks and live in cold places. They have feathers on their feet to protect them from the cold. Mother owls keep their eggs warm by standing on their shells." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nCartilaginous fish have the following traits:\nThey have fins, not limbs.\nThey live underwater.\nThey have a skeleton made of cartilage.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA snowy owl has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA snowy owl does not have all of the traits of a cartilaginous fish. A snowy owl is a bird.\nA tiger shark has the following traits:\nIt has fins, not limbs.\nIt lives underwater.\nIt has a skeleton made of cartilage.\nIt makes eggs with no shells.\nA tiger shark has the traits of a cartilaginous fish. A tiger shark is a cartilaginous fish. The answer is A." + } + ] + }, + { + "id": "13745", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Many thanks,\nHector (B) many thanks,\nHector" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "13746", + "image": "13746\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Salt Lake City (B) Nampa (C) Juneau (D) Boise\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is D." + } + ] + }, + { + "id": "13752", + "image": "13752\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Carolina?\nContext: N/A\nOptions: (A) Charlotte (B) Trenton (C) Raleigh (D) Oklahoma City\n" + }, + { + "from": "gpt", + "value": "Raleigh is the capital of North Carolina. The answer is C." + } + ] + }, + { + "id": "13754", + "image": "13754\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) Asia (C) South America (D) Antarctica\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C." + } + ] + }, + { + "id": "13756", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on the cat are balanced. Which statement describes the forces on the cat?\nContext: A calico cat is asleep in a box. Earth's gravity is pulling down on the cat with a force of 40N. The bottom of the box is pushing up on the cat with a force of 40N.\nOptions: (A) The forces are unbalanced, so there is a net force on the cat. (B) The forces are balanced, so there is no net force on the cat." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on the cat, look at the forces:\nEarth's gravity is pulling the cat down with a force of 40 N.\nThe bottom of the box is pushing the cat up with a force of 40 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 40 N. This means that the forces are balanced, so there is no net force on the cat. The answer is B." + } + ] + }, + { + "id": "13758", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nNot all monkeys live in the jungle.\nContext: N/A\nOptions: (A) exclamatory (B) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is B." + } + ] + }, + { + "id": "13765", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nBefore Nicole had even met her future husband in person, she knew about his reputation as a Romeo.\nContext: N/A\nOptions: (A) literature (B) British history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Romeo is literature.\nIn William Shakespeare's Romeo and Juliet, Romeo is known for the eloquent declaration of love with which he woos Juliet.\nThe allusion Romeo means a man who is very romantic. The answer is A." + } + ] + }, + { + "id": "13767", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Jane roomed with Bella last year, but her messiness became a point of contention. (B) Jane roomed with Bella last year, but Bella's messiness became a point of contention." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun her could refer to Jane's or Bella's.\nThe second answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Bella's.\nJane roomed with Bella last year, but Bella's messiness became a point of contention. The answer is A." + } + ] + }, + { + "id": "13777", + "image": "13777\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is younger? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) fern (B) palm leaf\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe palm leaf fossil is in a shallower layer in the rock sequence than the fern fossil. So, the palm leaf fossil is most likely younger than the fern fossil. The answer is B." + } + ] + }, + { + "id": "13781", + "image": "13781\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Maine (B) Massachusetts (C) Washington (D) North Dakota\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Massachusetts is farthest south. The answer is B." + } + ] + }, + { + "id": "13784", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) A solar eclipse occurs when the moon goes in front of the sun and leaves a shadow on the earth. (B) A solar eclipse occurs when the moon passes in front of the sun, casting a shadow on the earth." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses overly simple or imprecise language (goes, leaves).\nThe second sentence uses more precise language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "13795", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nBen got off the mountain by the skin of his teeth.\nContext: N/A\nOptions: (A) the Bible (B) a movie" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely. The answer is A." + } + ] + }, + { + "id": "13807", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nZeke has a scar on his right leg.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "13811", + "image": "13811\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Obed River.\nA boy floated down the Obed River on a raft. It had rained the day before, so the river was flowing fast.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nA boy floated down the Obed River on a raft. It had rained the day before, so the river was flowing fast.\nThe underlined part of the passage tells you about the rainfall on a specific day in central Tennessee. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "13814", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Emmett investigate with an experiment?\nContext: Emmett is washing dishes after cooking his dinner. He notices that some of the dishes still feel oily after being washed. He wonders what factors affect how clean dishes are after they are washed. So, he decides to design an experiment. He has the following supplies available:\na sponge\nliquid dish detergent\na bar of soap\nhot water\ncold water\na pile of dirty dishes\nOptions: (A) Are dishes washed in a dishwasher cleaner than dishes washed by hand? (B) Are dishes cleaner when washed with a soapy sponge or with a soapy rag? (C) Are dishes cleaner when washed with liquid dish detergent or with bar soap?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "13815", + "image": "13815\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's common name?\nContext: This organism is Cyprinus carpio. It is also called a common carp.\nOptions: (A) Cyprinus carpio (B) common carp\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Cyprinus carpio is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCyprinus carpio is the organism's scientific name. So, you know that common carp is the common name. The answer is B." + } + ] + }, + { + "id": "13818", + "conversations": [ + { + "from": "human", + "value": "Which is a complex sentence?\nContext: N/A\nOptions: (A) Her dog happily fetched his tennis ball from the muddy puddle and eagerly waited for her to throw it again. (B) Kevin prepared a receipt for the customer while Zack packaged her items for her." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction while.\nKevin prepared a receipt for the customer while Zack packaged her items for her. The answer is B." + } + ] + }, + { + "id": "13834", + "image": "13834\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is fruit punch a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a solid (B) a liquid (C) a gas\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Fruit punch is a liquid. A liquid takes the shape of any container it is in.\nIf you pour fruit punch into a cup, the punch will take the shape of the cup. But the punch will still take up the same amount of space. The answer is B." + } + ] + }, + { + "id": "13837", + "image": "13837\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) Omaha (B) Chicago (C) St. Louis (D) Cleveland\n" + }, + { + "from": "gpt", + "value": "The city is St. Louis, Missouri. Cleveland, Chicago, and Omaha are marked with gray circles on the map below. The answer is C." + } + ] + }, + { + "id": "13845", + "image": "13845\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Lola's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLola glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Lola made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Lola compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nOptions: (A) Do the temperatures inside boxes depend on the sizes of the boxes? (B) Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "13856", + "conversations": [ + { + "from": "human", + "value": "Which object has the least thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a marble at a temperature of 60\u00b0F (B) a marble at a temperature of 32\u00b0F (C) a marble at a temperature of 14\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three marbles have the same mass but different temperatures. Since the 14\u00b0F marble is the coldest, it has the least thermal energy. The answer is C." + } + ] + }, + { + "id": "13858", + "image": "13858\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) soft (B) smooth (C) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. All four objects are soft.\nYou can see clearly through a transparent object. The scarf, the stuffed dice, and the towel are not transparent.\nA smooth object is not scratchy or rough. The stuffed dice and the socks are not smooth.\nThe property that all four objects have in common is soft. The answer is A." + } + ] + }, + { + "id": "13868", + "image": "13868\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oklahoma?\nContext: N/A\nOptions: (A) Tulsa (B) Bridgeport (C) Columbia (D) Oklahoma City\n" + }, + { + "from": "gpt", + "value": "Oklahoma City is the capital of Oklahoma. The answer is D." + } + ] + }, + { + "id": "13869", + "image": "13869\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) New Zealand (B) Palau (C) the Federated States of Micronesia (D) Fiji\n" + }, + { + "from": "gpt", + "value": "This country is the Federated States of Micronesia. The answer is C." + } + ] + }, + { + "id": "13872", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 5-kilogram brick at a temperature of 260\u00b0F (B) a 5-kilogram brick at a temperature of 235\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two bricks have the same mass but different temperatures. Since the 260\u00b0F brick is hotter than the 235\u00b0F brick, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "13878", + "image": "13878\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA rabbit is an example of a mammal.\nOptions: (A) koala (B) mandarinfish (C) bald eagle (D) helmeted iguana\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day!\nA bald eagle is a bird. It has feathers, two wings, and a beak.\nBald eagles live in trees near water. They build nests that can be up to 13 feet wide!\nA mandarinfish is a fish. It lives underwater. It has fins, not limbs.\nMandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.\nA helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit. The answer is A." + } + ] + }, + { + "id": "13879", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nimagine - irrigation\nContext: N/A\nOptions: (A) instead (B) idea" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince instead is between the guide words imagine - irrigation, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "13886", + "image": "13886\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which rhetorical appeal is primarily used in this ad?\nContext: N/A\nOptions: (A) ethos (character) (B) logos (reason) (C) pathos (emotion)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to ethos, or character, by emphasizing the established reputation and credibility of the brand. The answer is A." + } + ] + }, + { + "id": "13887", + "conversations": [ + { + "from": "human", + "value": "Would you find the word buck on a dictionary page with the following guide words?\nbeing - blind\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince buck is not between the guide words being - blind, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "13896", + "image": "13896\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.\nOptions: (A) the surroundings . . . each battery (B) each battery . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. The answer is B." + } + ] + }, + { + "id": "13907", + "image": "13907\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nHydrogen peroxide is ().\nContext: The model below represents a molecule of hydrogen peroxide. Hydrogen peroxide can be used to kill bacteria on medical tools.\nOptions: (A) a compound (B) an elementary substance\n" + }, + { + "from": "gpt", + "value": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. Count the number of chemical elements represented in the model. Then, decide if hydrogen peroxide is an elementary substance or a compound.\nIn this model, each ball is labeled with H for hydrogen or O for oxygen. So, the model shows you that hydrogen peroxide is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound. The answer is A." + } + ] + }, + { + "id": "13911", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) The child chews her food carefully. (B) Ms. Kerr's many books about history and law." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The child chews her food carefully is a complete sentence. The subject is the child, and the verb is chews. The answer is A." + } + ] + }, + { + "id": "13914", + "image": "13914\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) bouncy (B) yellow (C) sticky\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. The ice pop and the wet glue are not yellow.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nA sticky object can attach or stick to other things. All three objects are sticky.\nThe property that all three objects have in common is sticky. The answer is C." + } + ] + }, + { + "id": "13932", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 250-gram cup of black tea at a temperature of 120\u00b0F (B) a 250-gram cup of black tea at a temperature of 115\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two cups of black tea have the same mass but different temperatures. Since the 115\u00b0F cup of black tea is colder than the 120\u00b0F cup of black tea, it has less thermal energy. The answer is B." + } + ] + }, + { + "id": "13945", + "image": "13945\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe volume of Mars is more than three times as large as Mercury's.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of three times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's. The answer is A." + } + ] + }, + { + "id": "13947", + "image": "13947\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Illinois?\nContext: N/A\nOptions: (A) Springfield (B) Albany (C) Chicago (D) Madison\n" + }, + { + "from": "gpt", + "value": "Springfield is the capital of Illinois. The answer is A." + } + ] + }, + { + "id": "13949", + "image": "13949\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample A (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "13950", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a city bus?\nContext: Select the best estimate.\nOptions: (A) 10 pounds (B) 10 tons (C) 10 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a city bus is 10 tons.\n10 ounces and 10 pounds are both too light. The answer is B." + } + ] + }, + { + "id": "13952", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that Edgar's mass did not change.\nThe gravitational potential energy stored between Edgar and Earth () as he hiked toward the summit.\nContext: Read the text about a person in motion.\nEdgar hiked up a tall mountain. He followed a trail all the way to the summit.\nOptions: (A) stayed the same (B) increased (C) decreased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Edgar and the center of Earth changed.\nThe summit of the mountain was higher than the point where Edgar started hiking. As he hiked toward the summit, the distance between Edgar and the center of Earth increased. So, the gravitational potential energy stored between Edgar and Earth increased as he hiked toward the summit. The answer is B." + } + ] + }, + { + "id": "13953", + "image": "13953\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a cow produced by this cross will have solid coloring?\nContext: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A).\nThis Punnett square shows a cross between two cows.\nOptions: (A) 4/4 (B) 0/4 (C) 3/4 (D) 1/4 (E) 2/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is B." + } + ] + }, + { + "id": "13960", + "image": "13960\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "13961", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nMrs. Shaffer manages the busy office.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, manages. The verb ends in -s and tells you about something that is true or happening now. The answer is A." + } + ] + }, + { + "id": "13962", + "image": "13962\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Justine and Ben's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJustine applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Ben timed each ride. Justine and Ben calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.\nOptions: (A) Does Justine's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax? (B) Does Justine's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "13968", + "conversations": [ + { + "from": "human", + "value": "Which is a sentence fragment?\nContext: N/A\nOptions: (A) The ships are in the canal the workers load boxes onto them. (B) An island culture different from our own." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. An island culture different from our own is a sentence fragment. It is missing a verb. The answer is B." + } + ] + }, + { + "id": "13970", + "image": "13970\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Utah?\nContext: N/A\nOptions: (A) Cheyenne (B) Denver (C) Provo (D) Salt Lake City\n" + }, + { + "from": "gpt", + "value": "Salt Lake City is the capital of Utah. The answer is D." + } + ] + }, + { + "id": "13971", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) A reporter for the Somerville Daily Mail dug up an amusing factoid about Somerville's founder while researching for an article about the town's early years. (B) The Somerville Daily Mail was forced to issue a retraction after printing a factoid about Somerville's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nThe Somerville Daily Mail was forced to issue a retraction after printing a factoid about Somerville's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nA reporter for the Somerville Daily Mail dug up an amusing factoid about Somerville's founder while researching for an article about the town's early years.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "13972", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nThe player slammed the ball into the hoop.\nContext: N/A\nOptions: (A) future tense (B) past tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, slammed. The verb ends in -ed and tells you about something that has already happened. The answer is B." + } + ] + }, + { + "id": "13976", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a song?\nContext: N/A\nOptions: (A) Ten Little Monkeys Jumping on a Bed (B) \"Ten Little Monkeys Jumping on a Bed\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A song should be in quotation marks.\nThe correct title is \"Ten Little Monkeys Jumping on a Bed.\" The answer is B." + } + ] + }, + { + "id": "13977", + "image": "13977\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Iowa?\nContext: N/A\nOptions: (A) Tallahassee (B) Cedar Rapids (C) Davenport (D) Des Moines\n" + }, + { + "from": "gpt", + "value": "Des Moines is the capital of Iowa. The answer is D." + } + ] + }, + { + "id": "13978", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Minnie's phenotype for the fur texture trait?\nContext: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for wavy fur (f) is recessive to the allele for straight fur (F).\nMinnie is a Syrian hamster from this group. Minnie has the heterozygous genotype Ff for the fur texture gene.\nOptions: (A) wavy fur (B) straight fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Minnie's phenotype for the fur texture trait. First, consider the alleles in Minnie's genotype for the fur texture gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for wavy fur (f) is recessive to the allele for straight fur (F). This means F is a dominant allele, and f is a recessive allele.\nMinnie's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Minnie's phenotype for the fur texture trait must be straight fur. The answer is B." + } + ] + }, + { + "id": "13985", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 350-gram mug of cocoa at a temperature of 30\u00b0C (B) a 350-gram mug of cocoa at a temperature of 65\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two mugs of cocoa have the same mass but different temperatures. Since the 30\u00b0C mug of cocoa is colder than the 65\u00b0C mug of cocoa, it has less thermal energy. The answer is A." + } + ] + }, + { + "id": "13988", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) see you soon,\nRyan (B) See you soon,\nRyan" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "13993", + "image": "13993\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which colony was Middle Colonies?\nContext: The map below shows the Thirteen Colonies in 1750.\nOptions: (A) Connecticut (B) Georgia (C) New Jersey\n" + }, + { + "from": "gpt", + "value": "The four Middle Colonies are dark blue on the map:\nDuring colonial times, Delaware was usually called the Three Lower Counties on the Delaware, or the Lower Counties for short.\nNew York claimed part of the land that would later become the state of Vermont. But New Hampshire, a New England colony, also claimed this area. The answer is C." + } + ] + }, + { + "id": "13995", + "image": "13995\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement best describes the average monthly precipitation in Atlanta?\nContext: Use the graph to answer the question below.\nOptions: (A) February is wetter than March. (B) October has the highest average precipitation. (C) Precipitation does not change much from month to month in Atlanta.\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\nChoice \"February is wetter than March.\" is incorrect.\nWetter months have a higher average precipitation than drier months. February has a slightly lower average monthly precipitation than March. So, February is not wetter than March.\nChoice \"October has the highest average precipitation.\" is incorrect.\nMost other months have a slightly higher average precipitation than October. The answer is C." + } + ] + }, + { + "id": "13998", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nCamille gazed at the ancient pug that seemed to sleep all day and noted, \"You're an energetic puppy!\"\nContext: N/A\nOptions: (A) idiom (B) verbal irony" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAn energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy. The answer is B." + } + ] + }, + { + "id": "13999", + "conversations": [ + { + "from": "human", + "value": "Would you find the word wrath on a dictionary page with the following guide words?\nweary - wiggle\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince wrath is not between the guide words weary - wiggle, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "14005", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) The archaeological site of Troy is one of thirteen UNESCO World Heritage sites in Turkey. (B) The archaeological site of Troy is Turkey's best UNESCO World Heritage site to visit." + }, + { + "from": "gpt", + "value": "Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThis statement is a fact. The statement can be verified by researching and comparing the height of each man.\nStatements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThis statement is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The first sentence states a fact. It can be verified by researching UNESCO World Heritage sites in Turkey.\nThe archaeological site of Troy is one of thirteen UNESCO World Heritage sites in Turkey.\nThe second sentence states an opinion. Best indicates a personal judgment.\nThe archaeological site of Troy is Turkey's best UNESCO World Heritage site to visit. The answer is A." + } + ] + }, + { + "id": "14029", + "image": "14029\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of West Virginia?\nContext: N/A\nOptions: (A) Charleston (B) Huntington (C) Baton Rouge (D) Richmond\n" + }, + { + "from": "gpt", + "value": "Charleston is the capital of West Virginia. The answer is A." + } + ] + }, + { + "id": "14039", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe natural flights of the human mind are not from pleasure to pleasure, but from hope to hope.\n\u2014Samuel Johnson, The Rambler\nContext: N/A\nOptions: (A) understatement (B) antithesis" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses antithesis, the contrasting of opposing ideas within a parallel grammatical structure.\nJohnson contrasts one kind of thought process (from pleasure to pleasure) with another (from hope to hope). The answer is B." + } + ] + }, + { + "id": "14040", + "image": "14040\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Vancouver Island.\nVancouver Island is in on the west coast of Canada. Much of the island received heavy rain on November 28 last year.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nVancouver Island is in on the west coast of Canada. Much of the island received heavy rain on November 28 last year.\nThe underlined part of the passage tells you about the amount of rain that fell in Vancouver Island on November 28. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "14041", + "conversations": [ + { + "from": "human", + "value": "Which is a complex sentence?\nContext: N/A\nOptions: (A) Percy's ears were ringing after he stood near the stage for the entire concert. (B) Babe Ruth hit 714 home runs during his baseball career but struck out 1,330 times." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction after.\nPercy's ears were ringing after he stood near the stage for the entire concert. The answer is A." + } + ] + }, + { + "id": "14048", + "image": "14048\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "14054", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nRusted old cars () every corner of the junkyard.\nContext: N/A\nOptions: (A) lounged in (B) could be found in" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the phrase lounged in. It describes the cars as if they were people relaxing. The answer is A." + } + ] + }, + { + "id": "14060", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJack has naturally straight hair.\nContext: Hint: Some humans are born with naturally straight hair. Others are born with naturally curly hair.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Human hair can be naturally straight or naturally curly. Straight and curly are examples of hair texture.\nSome people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait. The answer is A." + } + ] + }, + { + "id": "14064", + "conversations": [ + { + "from": "human", + "value": "Suppose Beth decides to go on the drop tower. Which result would be a cost?\nContext: Beth is deciding which ride to go on at the fair. She can go on either the screaming swing or the drop tower. She wants to have as much fun as possible at the fair.\nOptions: (A) Beth will save some ride tickets. She needs fewer tickets to go on the drop tower than on the screaming swing. (B) Beth will give up the chance to go on the screaming swing. She would have had more fun on that ride." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Beth wants or needs:\nBeth will give up the chance to go on the screaming swing. She would have had more fun on that ride. The answer is B." + } + ] + }, + { + "id": "14072", + "image": "14072\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nHalf of the planets are made mainly of gas or ice.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice. The answer is B." + } + ] + }, + { + "id": "14073", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) black orb weaver spider (B) yellow jacket (C) harvest mouse (D) dung beetle" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A yellow jacket is an insect. Like other insects, a yellow jacket is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA harvest mouse is a mammal. Like other mammals, a harvest mouse is a vertebrate. It has a backbone.\nLike other spiders, a black orb weaver spider is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA dung beetle is an insect. Like other insects, a dung beetle is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C." + } + ] + }, + { + "id": "14086", + "image": "14086\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "14087", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Nolan acquired this trait?\nContext: Read the description of a trait.\nNolan speaks two languages.\nOptions: (A) Nolan's mother speaks one language. (B) Nolan learned to speak two languages in school." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "14094", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nIce melts in the bright sun.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, melts. The verb ends in -s and tells you about something that is true or happening now. The answer is C." + } + ] + }, + { + "id": "14096", + "image": "14096\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Rob and Carrie trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRob and Carrie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Rob wanted broccoli in his lunch and Carrie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Rob can trade his tomatoes for Carrie's broccoli. (B) Carrie can trade her broccoli for Rob's oranges. (C) Carrie can trade her almonds for Rob's tomatoes. (D) Rob can trade his tomatoes for Carrie's sandwich.\n" + }, + { + "from": "gpt", + "value": "Rob wanted broccoli in his lunch and Carrie was hoping for tomatoes. Look at the labeled part of the images.\nRob has tomatoes. Carrie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A." + } + ] + }, + { + "id": "14098", + "image": "14098\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the chemical formula for this molecule.\nContext: N/A\nOptions: (A) PCl5N (B) PCl5 (C) P2Cl6 (D) Cl6\n" + }, + { + "from": "gpt", + "value": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance. P is the symbol for phosphorus. Cl is the symbol for chlorine. This ball-and-stick model shows a molecule with one phosphorus atom and five chlorine atoms.\nThe chemical formula will contain the symbols P and Cl. There is one phosphorus atom, so P will not have a subscript. There are five chlorine atoms, so Cl will have a subscript of 5.\nThe correct formula is PCl5.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above. The answer is B." + } + ] + }, + { + "id": "14103", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nOn that winter morning, Luna's hands were as cold as ice.\nContext: N/A\nOptions: (A) metaphor (B) simile" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. On that winter morning, Luna's hands were as cold as ice.\nThe words hands and ice are compared using the word as. So, the sentence uses a simile. The answer is B." + } + ] + }, + { + "id": "14106", + "image": "14106\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which air temperature was measured within the outlined area shown?\nContext: The map below shows air temperatures in the lower atmosphere on October 1, 2015. The outlined area shows an air mass that influenced weather in North America on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division\nOptions: (A) 30\u00b0C (B) 14\u00b0C (C) 10\u00b0C\n" + }, + { + "from": "gpt", + "value": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C. Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\nThe legend tells you that this air mass contained air with temperatures between 25\u00b0C and 35\u00b0C.\n30\u00b0C is within this range.\n10\u00b0C and 14\u00b0C are outside of this range. The answer is A." + } + ] + }, + { + "id": "14108", + "conversations": [ + { + "from": "human", + "value": "Would you find the word identify on a dictionary page with the following guide words?\nimage - indicate\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince identify is not between the guide words image - indicate, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "14112", + "image": "14112\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alaska?\nContext: N/A\nOptions: (A) Juneau (B) Dover (C) Salt Lake City (D) Atlanta\n" + }, + { + "from": "gpt", + "value": "Juneau is the capital of Alaska. The answer is A." + } + ] + }, + { + "id": "14117", + "image": "14117\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Dakota?\nContext: N/A\nOptions: (A) Rapid City (B) Sioux Falls (C) Pierre (D) Montgomery\n" + }, + { + "from": "gpt", + "value": "Pierre is the capital of South Dakota. The answer is C." + } + ] + }, + { + "id": "14124", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nSusan is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\nContext: N/A\nOptions: (A) complex (B) compound (C) simple (D) compound-complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nSusan is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is D." + } + ] + }, + { + "id": "14125", + "image": "14125\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Fairbanks (B) Santa Fe (C) Boise (D) Nampa\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is C." + } + ] + }, + { + "id": "14132", + "image": "14132\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the air inside a bubble a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a liquid (B) a gas (C) a solid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air inside a bubble is a gas. A gas expands to fill a space.\nThe air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space. The answer is B." + } + ] + }, + { + "id": "14136", + "image": "14136\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the reptile below.\nContext: Reptiles have scaly, waterproof skin. Most reptiles live on land. An American alligator is an example of a reptile.\nOptions: (A) California toad (B) Hermann's tortoise\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell. The answer is B." + } + ] + }, + { + "id": "14139", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\npen - popular\nContext: N/A\nOptions: (A) physical (B) presence" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince physical is between the guide words pen - popular, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "14145", + "image": "14145\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs. A piranha is an example of a fish.\nOptions: (A) manta ray (B) giraffe\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A manta ray is a fish. It lives underwater. It has fins, not limbs.\nRays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.\nA giraffe is a mammal. It has hair and feeds its young milk.\nGiraffes eat mostly leaves that are too high up for other animals to reach. The answer is A." + } + ] + }, + { + "id": "14146", + "image": "14146\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) shiny (B) fuzzy (C) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nThe property that all three objects have in common is shiny. The answer is A." + } + ] + }, + { + "id": "14156", + "image": "14156\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Winston's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nWinston set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Winston watched cardinals visiting the feeders during the same hour each morning. During his observations, Winston counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.\nFigure: a cardinal visiting a platform feeder with sunflower seeds.\nOptions: (A) Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds? (B) Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "14162", + "image": "14162\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\n50% of the planets are made mainly of gas.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that two out of the eight planets are made mainly of gas. So, one-fourth, or 25%, of the planets are made mainly of gas. The answer is B." + } + ] + }, + { + "id": "14165", + "image": "14165\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with black eyes to offspring with red eyes? Choose the most likely ratio.\nContext: In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for black eyes (e).\nThis Punnett square shows a cross between two koi fish.\nOptions: (A) 2:2 (B) 0:4 (C) 1:3 (D) 4:0 (E) 3:1\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with black eyes or red eyes, consider whether each phenotype is the dominant or recessive allele's version of the eye color trait. The question tells you that the E allele, which is for red eyes, is dominant over the e allele, which is for black eyes.\nBlack eyes is the recessive allele's version of the eye color trait. A koi fish with the recessive version of the eye color trait must have only recessive alleles for the eye color gene. So, offspring with black eyes must have the genotype ee.\nThere are 0 boxes in the Punnett square with the genotype ee.\nRed eyes is the dominant allele's version of the eye color trait. A koi fish with the dominant version of the eye color trait must have at least one dominant allele for the eye color gene. So, offspring with red eyes must have the genotype EE or Ee.\nAll 4 boxes in the Punnett square have the genotype EE or Ee.\nSo, the expected ratio of offspring with black eyes to offspring with red eyes is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with black eyes. Instead, this cross is expected to always produce offspring with red eyes. The answer is B." + } + ] + }, + { + "id": "14167", + "conversations": [ + { + "from": "human", + "value": "Use the evidence in the text to select the photosynthetic organism.\nContext: N/A\nOptions: (A) Tillandisa tectorum air plants make their own food from carbon dioxide and water. These plants get the water they need from the air instead of from the soil. (B) Komondor dogs have white fur that forms thick strings. Modern Komondor dogs eat mostly dog food. This food is made from other organisms, including plants and animals." + }, + { + "from": "gpt", + "value": "Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into sugars and oxygen.\nPhotosynthetic organisms also often have the following characteristics:\nThey are producers, which are organisms that make their own food inside their cells. Producers don't usually eat other organisms.\nTheir cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.\nTheir chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.\nThey use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live. This organism is photosynthetic:\nThe text tells you that Tillandisa tectorum air plants make their own food from carbon dioxide and water. This is evidence that the Tillandisa tectorum air plant is a photosynthetic organism.\nThis organism is not photosynthetic:\nThe text does not provide evidence that the Komondor dog is photosynthetic. The answer is A." + } + ] + }, + { + "id": "14169", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nFor me, Yosemite in the summer is Shangri-La.\nContext: N/A\nOptions: (A) the Bible (B) literature" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Shangri-La is literature.\nIn his novel Lost Horizon, James Hilton describes the fictional paradise of Shangri-La, which is located in the mountains of Tibet.\nThe allusion Shangri-La means an ideal place. The answer is B." + } + ] + }, + { + "id": "14172", + "image": "14172\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Annie's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nAnnie planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Annie watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.\nOptions: (A) Do radish plants grown under bright light have more leaves than radish plants grown under dim light? (B) Do radishes grown under bright light get bigger than radishes grown under dim light?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "14175", + "image": "14175\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "14187", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nDwayne is the best cook I know!\nContext: N/A\nOptions: (A) declarative (B) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is B." + } + ] + }, + { + "id": "14191", + "conversations": [ + { + "from": "human", + "value": "Suppose Isabelle decides to join the Theater Club. Which result would be a cost?\nContext: Isabelle is deciding whether to join the Photography Club or the Theater Club at school. She wants the club she joins to be fun. But she doesn't want it to take up too much time.\nOptions: (A) Isabelle will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club. (B) Isabelle will save some time. She would have spent more time in the Photography Club than in the Theater Club." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Isabelle wants or needs:\nIsabelle will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club. The answer is A." + } + ] + }, + { + "id": "14192", + "image": "14192\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Fiji (B) Solomon Islands (C) Vanuatu (D) Tuvalu\n" + }, + { + "from": "gpt", + "value": "This country is Fiji. The answer is A." + } + ] + }, + { + "id": "14203", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Jayce investigate with an experiment?\nContext: Jayce enjoys feeding the squirrels in his backyard. He notices that they spend a lot of time collecting seeds and nuts. He wonders about what factors affect which foods squirrels choose to collect. So, he decides to design an experiment. He has the following supplies available:\ntwo identical squirrel feeders\na bag of sunflower seeds\na bag of walnuts\na tree to hang the feeders from\nOptions: (A) Do the squirrels eat walnuts from large feeders more often than from small feeders? (B) Which type of tree do the squirrels feed from most often? (C) Do the squirrels select sunflower seeds or walnuts more often?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "14204", + "conversations": [ + { + "from": "human", + "value": "Which word is not like the others?\nContext: N/A\nOptions: (A) saw (B) shovel (C) window (D) hammer" + }, + { + "from": "gpt", + "value": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Saw, shovel, and hammer go together. They are tools. Window is not a tool, so it is not like the other words. The answer is C." + } + ] + }, + { + "id": "14205", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) \"Shooting stars\" are really bits of rock and dust burning up in Earth's atmosphere. (B) Camping in the woods is the best way to see shooting stars." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The second sentence states a fact.\n\"Shooting stars\" are really bits of rock and dust burning up in Earth's atmosphere.\nIt can be proved by checking a website about shooting stars.\nThe first sentence states an opinion.\nCamping in the woods is the best way to see shooting stars.\nBest shows what a person believes, thinks, or feels. Another person might have a different opinion about where the best place to see shooting stars is. The answer is A." + } + ] + }, + { + "id": "14206", + "image": "14206\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Hilo (B) Laramie (C) Carson City (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is D." + } + ] + }, + { + "id": "14210", + "image": "14210\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) Pittsburgh (B) Baltimore (C) New York City (D) Boston\n" + }, + { + "from": "gpt", + "value": "The city is New York City, New York. Pittsburgh, Boston, and Baltimore are marked with gray circles on the map below. The answer is C." + } + ] + }, + { + "id": "14212", + "image": "14212\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Sally and Chloe trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSally and Chloe open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sally wanted broccoli in her lunch and Chloe was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Sally can trade her tomatoes for Chloe's sandwich. (B) Chloe can trade her almonds for Sally's tomatoes. (C) Chloe can trade her broccoli for Sally's oranges. (D) Sally can trade her tomatoes for Chloe's broccoli.\n" + }, + { + "from": "gpt", + "value": "Sally wanted broccoli in her lunch and Chloe was hoping for tomatoes. Look at the labeled part of the images.\nSally has tomatoes. Chloe has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D." + } + ] + }, + { + "id": "14219", + "image": "14219\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Carson City (B) Reno (C) Salem (D) Las Vegas\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is A." + } + ] + }, + { + "id": "14224", + "image": "14224\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Istanbul.\nIstanbul is on the coast of Turkey, where nighttime temperatures average between 60\u00b0F and 70\u00b0F each year during June, July, and August.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIstanbul is on the coast of Turkey, where nighttime temperatures average between 60\u00b0F and 70\u00b0F each year during June, July, and August.\nThis passage tells you about the usual temperature pattern in Istanbul. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "14233", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) dear Ms. McConnell, (B) Dear Ms. McConnell," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Ms. McConnell is capitalized because it is a proper noun. The answer is B." + } + ] + }, + { + "id": "14245", + "image": "14245\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the marbled salamander.\nContext: This organism is a marbled salamander. Its scientific name is Ambystoma opacum.\nOptions: (A) Lissotriton helveticus (B) Taricha torosa (C) Ambystoma opacum\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A marbled salamander's scientific name is Ambystoma opacum.\nTaricha torosa does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Taricha torosa are not in the same species.\nAmbystoma opacum has the same scientific name as a marbled salamander. So, these organisms are in the same species.\nLissotriton helveticus does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Lissotriton helveticus are not in the same species. The answer is C." + } + ] + }, + { + "id": "14246", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nThe neighbor's loud music was a blaring fire alarm.\nContext: N/A\nOptions: (A) simile (B) metaphor" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. The neighbor's loud music was a blaring fire alarm.\nThe words music and fire alarm are compared without the word like or as. So, the sentence uses a metaphor. The answer is B." + } + ] + }, + { + "id": "14254", + "image": "14254\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water.\nAmphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA gray tree frog is an example of an amphibian.\nOptions: (A) human (B) red-spotted newt (C) great white shark (D) gray wolf\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\nA gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA red-spotted newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water. The answer is B." + } + ] + }, + { + "id": "14255", + "conversations": [ + { + "from": "human", + "value": "Is walking a dog a good or a service?\nContext: N/A\nOptions: (A) a service (B) a good" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether walking a dog is a good or a service, ask these questions:\nIs walking a dog something you can touch? No.\nIs walking a dog a job you might pay someone else to do? Yes.\nSo, walking a dog is a service. The answer is A." + } + ] + }, + { + "id": "14268", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Race car driver Mario Andretti won the Daytona 500, Indy 500, and Formula One titles during his career. (B) Mario Andretti, the only person named Driver of the Year in three different decades, is a great role model for young people interested in auto racing." + }, + { + "from": "gpt", + "value": "Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThis statement is a fact. The statement can be verified by researching and comparing the height of each man.\nStatements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThis statement is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The first sentence states a fact. It can be verified by looking up the racing titles Mario Andretti won during his career.\nRace car driver Mario Andretti won the Daytona 500, Indy 500, and Formula One titles during his career.\nThe second sentence states an opinion. Great indicates a personal judgment.\nMario Andretti, the only person named Driver of the Year in three different decades, is a great role model for young people interested in auto racing. The answer is A." + } + ] + }, + { + "id": "14270", + "image": "14270\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "14272", + "conversations": [ + { + "from": "human", + "value": "South American farmers have just harvested their largest cocoa crops in years. Cocoa is a major ingredient in chocolate. What will probably happen to the overall supply of chocolate bars?\nContext: N/A\nOptions: (A) The supply will probably go up. (B) The supply will probably go down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Cocoa is an important resource for making chocolate. If more cocoa has been harvested, cocoa will be easier to get. So, the supply of chocolate bars will probably go up. The answer is A." + } + ] + }, + { + "id": "14275", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more positive connotation?\nContext: N/A\nOptions: (A) a chuckle (B) a snicker" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A chuckle has a more positive connotation. Chuckle and snicker both denote short, quiet laughs. However, a chuckle is friendly, while a snicker is mean-spirited and disrespectful. The answer is A." + } + ] + }, + { + "id": "14279", + "conversations": [ + { + "from": "human", + "value": "How long is a tennis racket?\nContext: Select the best estimate.\nOptions: (A) 26 yards (B) 26 inches (C) 26 feet (D) 26 miles" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a tennis racket is 26 inches.\n26 feet, 26 yards, and 26 miles are all too long. The answer is B." + } + ] + }, + { + "id": "14299", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nMason can drive a car.\nContext: Hint: Driving well takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans are not born knowing how to drive a car. Instead, many people learn how to drive when they are older. So, driving is an acquired trait. The answer is B." + } + ] + }, + { + "id": "14304", + "conversations": [ + { + "from": "human", + "value": "Which sentence uses a metaphor?\nContext: N/A\nOptions: (A) The bare tree's branches were sharp needles. (B) The bare tree's branches were as sharp as needles." + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nThe bare tree's branches were sharp needles.\nThe words branches and needles are compared without the word like or as.\nThis sentence uses a simile:\nThe bare tree's branches were as sharp as needles.\nThe words branches and needles are compared using the word as. The answer is A." + } + ] + }, + { + "id": "14308", + "image": "14308\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the reptile below.\nContext: Reptiles have scaly, waterproof skin. Most reptiles live on land. A helmeted iguana is an example of a reptile.\nOptions: (A) koala (B) box turtle\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A koala is a mammal. It has fur and feeds its young milk.\nA box turtle is a reptile. It has scaly, waterproof skin. The answer is B." + } + ] + }, + { + "id": "14318", + "image": "14318\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Hampshire?\nContext: N/A\nOptions: (A) Manchester (B) Nampa (C) Concord (D) Grand Rapids\n" + }, + { + "from": "gpt", + "value": "Concord is the capital of New Hampshire. The answer is C." + } + ] + }, + { + "id": "14324", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbreaking a ceramic plate\nmixing chocolate syrup into milk\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are caused by heating. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBreaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nMixing chocolate syrup into milk is a physical change. The chocolate syrup and milk make a mixture. Making a mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "14327", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this plant's phenotype for the fruit texture trait?\nContext: In a group of cucumber plants, some individuals have bumpy fruit and others have smooth fruit. In this group, the gene for the fruit texture trait has two alleles. The allele for smooth fruit (f) is recessive to the allele for bumpy fruit (F).\nA certain cucumber plant from this group has the homozygous genotype FF for the fruit texture gene.\nOptions: (A) bumpy fruit (B) smooth fruit" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The cucumber plant's genotype for the fruit texture gene is FF. The cucumber plant's genotype of FF has only F allelles. The F allele is for bumpy fruit. So, the cucumber plant's phenotype for the fruit texture trait must be bumpy fruit.\nTo check this answer, consider whether the cucumber plant's alleles are dominant or recessive. The allele for smooth fruit (f) is recessive to the allele for bumpy fruit (F). This means F is a dominant allele, and f is a recessive allele.\nThe cucumber plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the cucumber plant's phenotype for the fruit texture trait must be bumpy fruit. The answer is A." + } + ] + }, + { + "id": "14332", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nAnn plays golf.\nContext: Hint: Playing golf takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait. The answer is B." + } + ] + }, + { + "id": "14341", + "image": "14341\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) blue (B) shiny\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA shiny object reflects a lot of light. The trombone is shiny.\nBlue is a color.\nThis color is blue. The trombone is not blue. The answer is B." + } + ] + }, + { + "id": "14342", + "conversations": [ + { + "from": "human", + "value": "Select the invertebrate.\nContext: Hint: Insects, spiders, and worms are invertebrates.\nOptions: (A) atlas moth (B) dyeing dart frog (C) piranha (D) macaw" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A macaw is a bird. Like other birds, a macaw is a vertebrate. It has a backbone.\nA dyeing dart frog is an amphibian. Like other amphibians, a dyeing dart frog is a vertebrate. It has a backbone.\nA piranha is a fish. Like other fish, a piranha is a vertebrate. It has a backbone.\nAn atlas moth is an insect. Like other insects, an atlas moth is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is A." + } + ] + }, + { + "id": "14348", + "image": "14348\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is stronger in Pair 1. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "14349", + "image": "14349\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) Birmingham (B) Charleston (C) Sacramento (D) Richmond\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is C." + } + ] + }, + { + "id": "14355", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nPlatinum is ().\nContext: Platinum is a precious metal used to make jewelry. The chemical formula for platinum is Pt.\nOptions: (A) an elementary substance (B) a compound" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether platinum is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for platinum is Pt. This formula contains one symbol: Pt. So, the formula tells you that platinum is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, platinum is an elementary substance. The answer is A." + } + ] + }, + { + "id": "14356", + "image": "14356\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Nicaragua.\nWinds are called offshore when they blow from land to water. The winds in southern Nicaragua blow offshore over 300 days per year. Most people prefer to surf on days when the winds are offshore.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nWinds are called offshore when they blow from land to water. The winds in southern Nicaragua blow offshore over 300 days per year. Most people prefer to surf on days when the winds are offshore.\nThe underlined part of the passage tells you about the usual wind patterns in Nicaragua. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "14368", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nThe Alexanders argue we should eat our pizza with a fork and knife because it's less messy, but what do they know? Have you seen their house? It's a disaster!\nContext: N/A\nOptions: (A) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (B) ad hominem: an attack against the person making the argument, rather than the argument itself (C) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the Alexanders' opinion on eating pizza is invalid because their house is messy. This is a personal attack that isn't relevant to whether the argument is valid. This illustrates a type of logical fallacy known as ad hominem. The answer is B." + } + ] + }, + { + "id": "14369", + "conversations": [ + { + "from": "human", + "value": "How long is a tennis racket?\nContext: Select the better estimate.\nOptions: (A) 21 inches (B) 21 feet" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. The better estimate for the length of a tennis racket is 21 inches.\n21 feet is too long. The answer is A." + } + ] + }, + { + "id": "14373", + "image": "14373\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maine?\nContext: N/A\nOptions: (A) Augusta (B) Phoenix (C) Portland (D) Madison\n" + }, + { + "from": "gpt", + "value": "Augusta is the capital of Maine. The answer is A." + } + ] + }, + { + "id": "14375", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\nMr. Randolph is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren.\nContext: N/A\nOptions: (A) Mr. Randolph is old. (B) Mr. Randolph is rich." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism golden years indicates that Mr. Randolph is old. Golden years is a nicer way of referring to old age. The answer is A." + } + ] + }, + { + "id": "14376", + "conversations": [ + { + "from": "human", + "value": "How long does it take to sing the ABC song?\nContext: Select the better estimate.\nOptions: (A) 28 hours (B) 28 seconds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to sing the ABC song is 28 seconds.\n28 hours is too slow. The answer is B." + } + ] + }, + { + "id": "14386", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nDiana has naturally pale skin.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their skin color. Babies get their skin color from their parents. So, Diana's skin color is an inherited trait. The answer is B." + } + ] + }, + { + "id": "14387", + "image": "14387\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Iowa?\nContext: N/A\nOptions: (A) Cedar Rapids (B) Davenport (C) Des Moines (D) Frankfort\n" + }, + { + "from": "gpt", + "value": "Des Moines is the capital of Iowa. The answer is C." + } + ] + }, + { + "id": "14399", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Edmond investigate with an experiment?\nContext: After Edmond cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:\ntwo identical white cloth towels\nwater\na clothesline in the laundry room\na clothesline in the backyard\nOptions: (A) Do cloth towels dry faster if they are hung in the laundry room or in the backyard? (B) Does a small cloth towel or a large cloth towel dry faster when hung in the backyard? (C) When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "14403", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Mr. Russo wanted the new employees to fill out their intake forms, but he couldn't find the forms. (B) Mr. Russo wanted the new employees to fill out their intake forms, but he couldn't find them." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun them could refer to the new employees or their intake forms.\nThe second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the forms.\nMr. Russo wanted the new employees to fill out their intake forms, but he couldn't find the forms. The answer is B." + } + ] + }, + { + "id": "14405", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this plant's phenotype for the growth pattern trait?\nContext: This passage describes the growth pattern trait in rose plants:\n\nIn a group of rose plants, some individuals have climbing growth and others have bush growth. In this group, the gene for the growth pattern trait has two alleles. The allele for bush growth (g) is recessive to the allele for climbing growth (G).\nA certain rose plant from this group has the homozygous genotype gg for the growth pattern gene.\nOptions: (A) bush growth (B) climbing growth" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The rose plant's genotype for the growth pattern gene is gg. The rose plant's genotype of gg has only g alleles. The g allele is for bush growth. So, the rose plant's phenotype for the growth pattern trait must be bush growth.\nTo check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for bush growth (g) is recessive to the allele for climbing growth (G). This means G is a dominant allele, and g is a recessive allele.\nThe rose plant's genotype of gg has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the rose plant's phenotype for the growth pattern trait must be bush growth. The answer is A." + } + ] + }, + { + "id": "14406", + "image": "14406\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Indiana?\nContext: N/A\nOptions: (A) Pierre (B) Springfield (C) Fort Wayne (D) Indianapolis\n" + }, + { + "from": "gpt", + "value": "Indianapolis is the capital of Indiana. The answer is D." + } + ] + }, + { + "id": "14407", + "image": "14407\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA salmon is an example of a fish.\nOptions: (A) mandarinfish (B) green iguana (C) red-headed poison frog (D) water buffalo\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A green iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA red-headed poison frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.\nA mandarinfish is a fish. It lives underwater. It has fins, not limbs.\nMandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs. The answer is A." + } + ] + }, + { + "id": "14417", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) cave (B) roller skate (C) kelp (D) the Great Sphinx of Giza" + }, + { + "from": "gpt", + "value": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A cave is not a living thing.\nA cave may have animals or plants living inside. But a cave does not have all the traits of a living thing. A cave does not need food or water.\nThe Great Sphinx of Giza is not a living thing.\nThe Great Sphinx of Giza is a statue of a mythical sphinx, a creature with a lion's body and a human head. The Great Sphinx does not have all of the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.\nKelp is a living thing.\nKelp grows and responds to its environment. It needs food and water. It is made up of many cells.\nKelp uses energy from sunlight to make food. Kelp plants have special air pockets that bring their leaves close to the surface.\nA roller skate is not a living thing.\nRoller skates do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water. The answer is C." + } + ] + }, + { + "id": "14420", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nIn the morning, Grandpa will make eggs.\nContext: N/A\nOptions: (A) past tense (B) present tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen. The answer is C." + } + ] + }, + { + "id": "14421", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nThat was the best performance I've ever seen!\nContext: N/A\nOptions: (A) declarative (B) interrogative (C) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is C." + } + ] + }, + { + "id": "14424", + "conversations": [ + { + "from": "human", + "value": "Which announcement is more formal?\nContext: N/A\nOptions: (A) The Greenpoint Law Firm is pleased to announce . . . (B) The Greenpoint Law Firm is so happy to tell you . . ." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy). The answer is A." + } + ] + }, + { + "id": "14426", + "image": "14426\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the bobcat.\nContext: This organism is a bobcat. Its scientific name is Lynx rufus.\nOptions: (A) Lynx canadensis (B) Python molurus (C) Macropus rufus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A bobcat's scientific name is Lynx rufus. The first word of its scientific name is Lynx.\nLynx canadensis is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx canadensis and Lynx rufus are in the same genus.\nMacropus rufus and Lynx rufus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Macropus rufus and Lynx rufus have the same species name within their genus, rufus. But the first words of their scientific names are different. Macropus rufus is in the genus Macropus, and Lynx rufus is in the genus Lynx.\nPython molurus is in the genus Python. The first word of its scientific name is Python. So, Python molurus and Lynx rufus are not in the same genus. The answer is A." + } + ] + }, + { + "id": "14428", + "image": "14428\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which i in row B?\nContext: N/A\nOptions: (A) the fire department (B) the police department (C) the library (D) the diner\n" + }, + { + "from": "gpt", + "value": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The library is in row B. The answer is C." + } + ] + }, + { + "id": "14438", + "image": "14438\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Everglades National Park ecosystem?\nContext: Figure: Everglades National Park.\nEverglades National Park is a wetland ecosystem in southern Florida.\nOptions: (A) It has land that is covered in water during most of the year. It also has other water ecosystems nearby. (B) It has soil that is poor in nutrients. It also has other water ecosystems nearby.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, Everglades National Park has land that is covered with water during most of the year. It also has other water ecosystems nearby. The answer is A." + } + ] + }, + { + "id": "14440", + "image": "14440\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 1. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B." + } + ] + }, + { + "id": "14442", + "image": "14442\\image.png", + "conversations": [ + { + "from": "human", + "value": "What type of rock is shale?\nContext: Shale is a type of rock. It forms when layers of mud are pressed together to form rock. Shale is often found near underground deposits of fossil fuels such as oil.\nOptions: (A) sedimentary (B) igneous\n" + }, + { + "from": "gpt", + "value": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by heating and squeezing. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Shale is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nMud is a type of sediment. It is found in places like lakes and oceans. Sediments like mud usually build up in layers. Over time, the top layers press down on the bottom layers. Sedimentary rock can form when the bottom layers are pressed together to form rock. The answer is A." + } + ] + }, + { + "id": "14444", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\nSam is big-boned, so despite being in middle school, he often shops in the men's department.\nContext: N/A\nOptions: (A) Sam is overweight. (B) Sam has larger bones than most people." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism big-boned suggests that Sam is overweight. The answer is A." + } + ] + }, + { + "id": "14456", + "conversations": [ + { + "from": "human", + "value": "Select the elementary substance.\nContext: N/A\nOptions: (A) bromomethane (CH3Br) (B) hydrogen peroxide (H2O2) (C) rhenium (Re)" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for bromomethane contains three symbols: C for carbon, H for hydrogen, and Br for bromine. So, bromomethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, bromomethane is a compound, not an elementary substance. The chemical formula for rhenium contains one symbol: Re. So, rhenium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, rhenium is an elementary substance. The chemical formula for hydrogen peroxide contains two symbols: H for hydrogen and O for oxygen. So, hydrogen peroxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound, not an elementary substance. The answer is C." + } + ] + }, + { + "id": "14462", + "image": "14462\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.\nContext: The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.\nOptions: (A) to the left than to the right (B) to the right than to the left\n" + }, + { + "from": "gpt", + "value": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is A." + } + ] + }, + { + "id": "14467", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) your niece,\nWhitney (B) Your niece,\nWhitney" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "14482", + "image": "14482\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Des Moines.\nDes Moines has cold winters and warm summers.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nDes Moines has cold winters and warm summers.\nThis passage tells you about the usual temperature pattern in Des Moines. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "14484", + "image": "14484\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Illinois?\nContext: N/A\nOptions: (A) Chicago (B) Columbus (C) Springfield (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Springfield is the capital of Illinois. The answer is C." + } + ] + }, + { + "id": "14489", + "image": "14489\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's common name?\nContext: This organism is a brown-throated sloth. It is also called Bradypus variegatus.\nOptions: (A) Bradypus variegatus (B) brown-throated sloth\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Bradypus variegatus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nBradypus variegatus is the organism's scientific name. So, you know that brown-throated sloth is the common name. The answer is B." + } + ] + }, + { + "id": "14492", + "image": "14492\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Isaac's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nIsaac was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Isaac thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.\nFigure: studying an architect's design.\nOptions: (A) which design would have the greatest distance between the concert area and the road (B) if at least 20% of the park would be shaded by trees in each design (C) which design would have the least traffic noise in the concert area\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "14498", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nI pulled Billy off the project because his work was sloppy. While we're at it, let's pull Maggie off the project, too. I haven't reviewed her work, but she's friends with Billy, so we cannot rely on the quality of her work either.\nContext: N/A\nOptions: (A) false dichotomy: an argument that presents only two choices when more options exist (B) appeal to nature: the assumption that natural things are always good (C) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Maggie's work is low quality because her friend's work is low quality. However, the work of Maggie's friend does not necessarily reflect the quality of Maggie's work. This illustrates a type of logical fallacy known as guilt by association. The answer is C." + } + ] + }, + { + "id": "14502", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nDeath, be not proud, though some have called thee\nMighty and dreadful, for thou are not so.\n\u2014John Donne, Holy Sonnet X\nContext: N/A\nOptions: (A) assonance (B) apostrophe" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nDeath is a direct address to death, a nonhuman entity. The answer is B." + } + ] + }, + { + "id": "14504", + "image": "14504\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) sour (B) stretchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. Both objects are stretchy.\nA lemon has a sour taste. The balloon is not sour.\nThe property that both objects have in common is stretchy. The answer is B." + } + ] + }, + { + "id": "14505", + "image": "14505\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is this huntsman spider's scientific name?\nContext: This species of huntsman spider was discovered in Malaysia in 2008. It was named in honor of the musician David Bowie.\nOptions: (A) Heteropoda davidbowie (B) Heteropoda altmannae\n" + }, + { + "from": "gpt", + "value": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. This organism's scientific name refers to David Bowie.\nThe word davidbowie refers to David Bowie. So, this huntsman spider's scientific name is Heteropoda davidbowie. The answer is A." + } + ] + }, + { + "id": "14506", + "conversations": [ + { + "from": "human", + "value": "What does the allusion in this text suggest?\nCody seems to have the Midas touch. Without any special experience or training, he launched a thriving business and then established a well-respected charity.\nContext: N/A\nOptions: (A) Cody has a hands-on approach to his work. (B) Cody is successful at all that he does." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion the Midas touch suggests that Cody is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing. The answer is B." + } + ] + }, + { + "id": "14507", + "image": "14507\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with a yellow ground spot to offspring with a white ground spot? Choose the most likely ratio.\nContext: This passage describes the ground spot color trait in watermelon plants:\nWatermelon plants grow with their fruit resting on the ground. Over time, the bottom of each fruit develops a white or yellow spot called a ground spot. In some types of watermelon plants, the color of the ground spot is an inherited trait.\nIn a group of watermelon plants, some individuals have a yellow ground spot and others have a white ground spot. In this group, the gene for the ground spot color trait has two alleles. The allele for a white ground spot (g) is recessive to the allele for a yellow ground spot (G).\nThis Punnett square shows a cross between two watermelon plants.\nOptions: (A) 4:0 (B) 3:1 (C) 1:3 (D) 0:4 (E) 2:2\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a yellow ground spot or a white ground spot, consider whether each phenotype is the dominant or recessive allele's version of the ground spot color trait. The question tells you that the g allele, which is for a white ground spot, is recessive to the G allele, which is for a yellow ground spot.\nA yellow ground spot is the dominant allele's version of the ground spot color trait. A watermelon plant with the dominant version of the ground spot color trait must have at least one dominant allele for the ground spot color gene. So, offspring with a yellow ground spot must have the genotype GG or Gg.\nAll 4 boxes in the Punnett square have the genotype GG or Gg.\nA white ground spot is the recessive allele's version of the ground spot color trait. A watermelon plant with the recessive version of the ground spot color trait must have only recessive alleles for the ground spot color gene. So, offspring with a white ground spot must have the genotype gg.\nThere are 0 boxes in the Punnett square with the genotype gg.\nSo, the expected ratio of offspring with a yellow ground spot to offspring with a white ground spot is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a yellow ground spot. This cross is expected to never produce offspring with a white ground spot. The answer is A." + } + ] + }, + { + "id": "14512", + "conversations": [ + { + "from": "human", + "value": "How long is a spider's leg?\nContext: Select the best estimate.\nOptions: (A) 20 meters (B) 20 kilometers (C) 20 millimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a spider's leg is 20 millimeters.\n20 meters and 20 kilometers are both too long. The answer is C." + } + ] + }, + { + "id": "14525", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nveil - vowel\nContext: N/A\nOptions: (A) valve (B) virus" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince virus is between the guide words veil - vowel, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "14533", + "image": "14533\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Megaloceros have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an ancient animal called Megaloceros. An adult Megaloceros could grow over seven feet tall.\nOptions: (A) four legs (B) a tail with long hair (C) a mane on the back of its neck\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is A." + } + ] + }, + { + "id": "14537", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nIan can play the trumpet.\nContext: Hint: Playing an instrument well takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play the trumpet. Instead, some people learn how to play. So, playing the trumpet is an acquired trait. The answer is B." + } + ] + }, + { + "id": "14539", + "image": "14539\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this egg carton made of?\nContext: N/A\nOptions: (A) ceramic (B) cardboard\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the egg carton.\nThe egg carton is made of cardboard.\nNot all egg cartons are made of cardboard. Some egg cartons are made of plastic, or even styrofoam. The answer is B." + } + ] + }, + { + "id": "14541", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Chip's genotype for the fur texture gene?\nContext: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for straight fur, and the allele f is for wavy fur.\nChip, a Syrian hamster from this group, has straight fur. Chip has one allele for straight fur and one allele for wavy fur.\nOptions: (A) Ff (B) straight fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Chip has one allele for straight fur (F) and one allele for wavy fur (f). So, Chip's genotype for the fur texture gene is Ff. The answer is A." + } + ] + }, + { + "id": "14542", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two motorboats. Which motorboat was moving at a higher speed?\nContext: N/A\nOptions: (A) a motorboat that moved 245miles in 10hours (B) a motorboat that moved 145miles in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each motorboat moved and the time it took to move that distance.\nOne motorboat moved 245 miles in 10 hours.\nThe other motorboat moved 145 miles in 10 hours.\nNotice that each motorboat spent the same amount of time moving. The motorboat that moved 245 miles moved a farther distance in that time. So, that motorboat must have moved at a higher speed. The answer is A." + } + ] + }, + { + "id": "14545", + "conversations": [ + { + "from": "human", + "value": "What is the mass of an apple?\nContext: Select the best estimate.\nOptions: (A) 3 tons (B) 3 ounces (C) 3 pounds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of an apple is 3 ounces.\n3 pounds and 3 tons are both too heavy. The answer is B." + } + ] + }, + { + "id": "14546", + "image": "14546\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in the snow?\nContext: Ptarmigans live in cold, snowy places. The is adapted to be camouflaged in the snow.\nFigure: ptarmigan.\nOptions: (A) echidna (B) Arctic fox\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the ptarmigan.\nDuring the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe echidna has a yellow and brown body. It is not adapted to be camouflaged in the snow. The answer is B." + } + ] + }, + { + "id": "14547", + "image": "14547\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Jersey (B) Delaware (C) Maine (D) Pennsylvania\n" + }, + { + "from": "gpt", + "value": "The colony is New Jersey. The answer is A." + } + ] + }, + { + "id": "14553", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Mr. Duncan dedicated his book about the Alaskan wilderness to his wife and his three sons. (B) Destiny might go to the science museum with Bob, or she might go alone." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nDestiny might go to the science museum with Bob, or she might go alone. The answer is B." + } + ] + }, + { + "id": "14555", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Mrs. burnett, (B) Dear Mrs. Burnett," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Mrs. Burnett is capitalized because it is a proper noun. The answer is B." + } + ] + }, + { + "id": "14556", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nKinsley has no school spirit\u2014she never comes to any of our football games.\nContext: N/A\nOptions: (A) ad hominem: a personal attack against one's opponent (B) false dichotomy: an argument that presents only two choices when more options exist" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Kinsley doesn't have school spirit, because she doesn't go to football games. However, there may be a number of reasons why Kinsley doesn't go to football games. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B." + } + ] + }, + { + "id": "14563", + "image": "14563\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) rough (B) smooth (C) soft\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. All three objects are smooth.\nA rough object feels scratchy when you touch it. None of the objects are rough.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nThe property that all three objects have in common is smooth. The answer is B." + } + ] + }, + { + "id": "14572", + "image": "14572\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is A." + } + ] + }, + { + "id": "14578", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two gray whales. Which gray whale was moving at a higher speed?\nContext: N/A\nOptions: (A) a gray whale that moved 35kilometers in 5hours (B) a gray whale that moved 40kilometers in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. Look at the distance each gray whale moved and the time it took to move that distance.\nOne gray whale moved 40 kilometers in 5 hours.\nThe other gray whale moved 35 kilometers in 5 hours.\nNotice that each gray whale spent the same amount of time moving. The gray whale that moved 40 kilometers moved a farther distance in that time. So, that gray whale must have moved at a higher speed. The answer is B." + } + ] + }, + { + "id": "14580", + "conversations": [ + { + "from": "human", + "value": "How long is a basketball court?\nContext: Select the best estimate.\nOptions: (A) 29 feet (B) 29 yards (C) 29 inches (D) 29 miles" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a basketball court is 29 yards.\n29 inches and 29 feet are too short. 29 miles is too long. The answer is B." + } + ] + }, + { + "id": "14588", + "image": "14588\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the great blue heron.\nContext: This organism is a great blue heron. Its scientific name is Ardea herodias.\nOptions: (A) Strix varia (B) Pelecanus crispus (C) Ardea purpurea\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great blue heron's scientific name is Ardea herodias. The first word of its scientific name is Ardea.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Ardea herodias are not in the same genus.\nPelecanus crispus is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus crispus and Ardea herodias are not in the same genus.\nArdea purpurea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea purpurea and Ardea herodias are in the same genus. The answer is C." + } + ] + }, + { + "id": "14593", + "image": "14593\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Rosa and Isabella trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRosa and Isabella open their lunch boxes in the school cafeteria. Neither Rosa nor Isabella got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nRosa's lunch Isabella's lunch\nOptions: (A) Isabella can trade her broccoli for Rosa's oranges. (B) Rosa can trade her tomatoes for Isabella's broccoli. (C) Rosa can trade her tomatoes for Isabella's carrots. (D) Isabella can trade her almonds for Rosa's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nRosa wants broccoli. Isabella wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "14598", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nPhilip is good at baking.\nContext: Hint: Baking well takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to bake. Instead, many people learn how to bake. So, baking is an acquired trait. The answer is B." + } + ] + }, + { + "id": "14602", + "image": "14602\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Sacramento (B) Carson City (C) Honolulu (D) Hilo\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is C." + } + ] + }, + { + "id": "14605", + "image": "14605\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is one reason people can't go to Mars?\nContext: Read the passage about the Mars robot Curiosity.\nPeople can't make it to Mars yet. It takes too long to get there, and it's not an easy place to live. So, scientists sent a robot to look around Mars for them. The robot is named Curiosity. One of its jobs is to find out if anything can live on Mars.\nCuriosity has many cameras. It takes pictures as it moves around Mars. Curiosity sends the pictures back to the scientists on Earth. Scientists hope that the pictures will make it easier for us to visit Mars someday.\nOptions: (A) It's too far away. (B) It's too hot there.\n" + }, + { + "from": "gpt", + "value": "Look at the passage. It tells you why people can't go to Mars.\nPeople can't make it to Mars yet. It takes too long to get there, and it's not an easy place to live. So, scientists sent a robot to look around Mars for them. The robot is named Curiosity. One of its jobs is to find out if anything can live on Mars. The answer is A." + } + ] + }, + { + "id": "14607", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nSodium bromide is ().\nContext: Sodium bromide can be used to kill bacteria in swimming pools. The chemical formula for sodium bromide is NaBr.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether sodium bromide is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for sodium bromide, NaBr, contains two atomic symbols: Na for sodium and Br for bromine. So, the formula tells you that sodium bromide is composed of two chemical elements bonded together.\nSince sodium bromide is composed of multiple chemical elements bonded together, sodium bromide is a compound. The answer is A." + } + ] + }, + { + "id": "14610", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a play?\nContext: N/A\nOptions: (A) \"Hex Marks the Spot\" (B) ***Hex Marks the Spot***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A play should be in italics.\nThe correct title is **Hex Marks the Spot**. The answer is B." + } + ] + }, + { + "id": "14620", + "image": "14620\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Bill's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nBill was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Bill had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Bill checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.\nOptions: (A) whether an inexpensive filter would become clogged more often (B) whether the filter was clogged (C) the amount of bacteria in the water before it was filtered\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "14626", + "image": "14626\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.\nOptions: (A) the surroundings . . . each aquarium (B) each aquarium . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings. The answer is B." + } + ] + }, + { + "id": "14627", + "image": "14627\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material are these steps made of?\nContext: N/A\nOptions: (A) concrete (B) silk\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the steps.\nThe steps are made of concrete.\nConcrete is a mixture of sand, rocks, and cement. Concrete is heavy and strong. Bridges and large buildings are often made out of concrete. The answer is A." + } + ] + }, + { + "id": "14637", + "image": "14637\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Boise (B) Baton Rouge (C) Atlanta (D) Nampa\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is A." + } + ] + }, + { + "id": "14639", + "image": "14639\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the Japanese honeysuckle.\nContext: This organism is a Japanese honeysuckle. Its scientific name is Lonicera japonica.\nOptions: (A) Hyacinthus orientalis (B) Lonicera maackii (C) Ulex europaeus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Japanese honeysuckle's scientific name is Lonicera japonica. The first word of its scientific name is Lonicera.\nHyacinthus orientalis is in the genus Hyacinthus. The first word of its scientific name is Hyacinthus. So, Hyacinthus orientalis and Lonicera japonica are not in the same genus.\nLonicera maackii is in the genus Lonicera. The first word of its scientific name is Lonicera. So, Lonicera maackii and Lonicera japonica are in the same genus.\nUlex europaeus is in the genus Ulex. The first word of its scientific name is Ulex. So, Ulex europaeus and Lonicera japonica are not in the same genus. The answer is B." + } + ] + }, + { + "id": "14644", + "image": "14644\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of force from the people moves the car forward?\nContext: A car is stuck in the snow. Together, three people apply a force to the back of the car to move it forward.\nOptions: (A) push (B) pull\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. Together, people apply a force to the back of the car to move it forward. The direction of this force is away from the people. This force is a push. The answer is A." + } + ] + }, + { + "id": "14648", + "image": "14648\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted to walk on snow and ice?\nContext: Many s live in areas with cold, snowy winters. The 's feet are adapted for walking on snow and ice.\nFigure: brown bear.\nOptions: (A) Eurasian lynx (B) Suriname toad\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the brown bear.\nThe brown bear has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the brown bear's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian lynx has furry feet with large pads. Its feet are adapted to walk on snow and ice.\nThe Suriname toad has webbed feet. Its feet are not adapted to walk on snow and ice. The Suriname toad uses its feet to swim in lakes and rivers. The answer is A." + } + ] + }, + { + "id": "14651", + "conversations": [ + { + "from": "human", + "value": "Which organ stores solid waste before it is released from the body?\nContext: N/A\nOptions: (A) trachea (B) large intestine (C) esophagus (D) muscles" + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "14664", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nWhere Rick lives, winter is the rainiest season of the year.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Rick lives, winter is the rainiest season of the year.\nThis passage tells you about the usual precipitation where Rick lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "14666", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a hot day in the desert?\nContext: Select the better estimate.\nOptions: (A) 48\u00b0C (B) 48\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a hot day in the desert is 48\u00b0C.\n48\u00b0F is too cold. The answer is A." + } + ] + }, + { + "id": "14675", + "conversations": [ + { + "from": "human", + "value": "Which sentence uses a metaphor?\nContext: N/A\nOptions: (A) The car engine was a lion's roar. (B) The car engine sounded like a lion's roar." + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a metaphor:\nThe car engine was a lion's roar.\nThe words engine and roar are compared without the word like or as.\nThis sentence uses a simile:\nThe car engine sounded like a lion's roar.\nThe words engine and roar are compared using the word like. The answer is A." + } + ] + }, + { + "id": "14680", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) Native copper is not made by living things. It is a pure substance. (B) Baryte is a pure substance. It is not made by living things. (C) Chocolate is not a pure substance. It is a solid." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nNative copper is a mineral.\nBaryte is a mineral.\nChocolate is not a pure substance. But all minerals are pure substances.\nSo, chocolate is not a mineral. The answer is C." + } + ] + }, + { + "id": "14692", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Jane smiled and said hello when she ran into Zoe at the post office. (B) When Jane ran into Zoe at the post office, she smiled and said hello." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Jane or Zoe.\nWhen Jane ran into Zoe at the post office, she smiled and said hello.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nJane smiled and said hello when she ran into Zoe at the post office. The answer is B." + } + ] + }, + { + "id": "14694", + "image": "14694\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a rat produced by this cross will have a dwarf body?\nContext: In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele for a dwarf body (b) is recessive to the allele for a normal-sized body (B).\nThis Punnett square shows a cross between two rats.\nOptions: (A) 3/4 (B) 0/4 (C) 2/4 (D) 1/4 (E) 4/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is B." + } + ] + }, + { + "id": "14699", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Mom kisses Leslie's cheek Leslie smiles at Mom. (B) Our cabin has bunk beds for the kids." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Mom kisses Leslie's cheek Leslie smiles at Mom is a run-on sentence. It has two sentences that are joined without end punctuation: Mom kisses Leslie's cheek and Leslie smiles at Mom. The answer is A." + } + ] + }, + { + "id": "14705", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMyra thinks Mr. Harper is a Luddite because he doesn't own a cell phone.\nContext: N/A\nOptions: (A) British history (B) Roman history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Luddite is British history.\nIn the early nineteenth century, factories were replacing the jobs of craftsmen. Some of these craftsmen banded together to destroy the new machinery; those who did so were called Luddites.\nThe allusion Luddite means a person opposed to new technology. The answer is A." + } + ] + }, + { + "id": "14706", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) When Roxanne researched Dachshunds, it said that they can be short-haired, wire-haired, or long-haired. (B) When Roxanne researched Dachshunds, the breed standard said that they can be short-haired, wire-haired, or long-haired." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the breed standard.\nWhen Roxanne researched Dachshunds, the breed standard said that they can be short-haired, wire-haired, or long-haired. The answer is A." + } + ] + }, + { + "id": "14707", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) I pretend to be a knight, and Mary pretends to be an astronaut. (B) Mary will change the batteries in the radio tomorrow." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nI pretend to be a knight, and Mary pretends to be an astronaut. The answer is A." + } + ] + }, + { + "id": "14708", + "image": "14708\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to catch insects?\nContext: Common swifts eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.\nFigure: common swift.\nOptions: (A) Australian pelican (B) European robin\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the common swift.\nA short, thin beak is light and easy to move. The common swift uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe European robin has a short, thin beak. Its beak is adapted to catch insects.\nThe Australian pelican has a large pouch-like beak. Its beak is not adapted to catch insects. The Australian pelican uses its beak to catch fish. The answer is B." + } + ] + }, + { + "id": "14719", + "conversations": [ + { + "from": "human", + "value": "Select the fish.\nContext: N/A\nOptions: (A) albatross (B) elongated tortoise (C) green sea turtle (D) manta ray" + }, + { + "from": "gpt", + "value": "Fish live underwater. They have fins, not limbs. A manta ray is a fish. It lives underwater. It has fins, not limbs.\nRays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.\nA green sea turtle is a reptile. It has scaly, waterproof skin.\nSea turtles live in the water, but they lay their eggs on land.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nAn elongated tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell. The answer is D." + } + ] + }, + { + "id": "14722", + "image": "14722\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nOf the four largest planets, three are made mainly of gas.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas. The answer is A." + } + ] + }, + { + "id": "14734", + "conversations": [ + { + "from": "human", + "value": "Which text message is more formal?\nContext: N/A\nOptions: (A) My apologies\u2014I'm stuck in traffic and will be late for our meeting. (B) Oops, stuck in traffic. Will be late for our meeting. Sorry!" + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first text message is more formal. It uses courteous language (my apologies) rather than casual language (oops, sorry!). The answer is A." + } + ] + }, + { + "id": "14735", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMike says that he would not be the person he is today were it not for his childhood, which he describes as Dickensian.\nContext: N/A\nOptions: (A) a poem (B) literature" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Dickensian is literature.\nThe works of British author Charles Dickens often featured characters struggling to survive in settings such as debtors' prisons and orphanages.\nThe allusion Dickensian means harsh or poverty-stricken. The answer is B." + } + ] + }, + { + "id": "14739", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMalik got off the mountain by the skin of his teeth.\nContext: N/A\nOptions: (A) the Bible (B) U.S. history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion by the skin of his teeth is the Bible.\nIn the Bible, Job complains to God about his hardships, saying that both strangers and those he loves have turned against him. He says, \"My bone cleaveth to my skin and to my flesh, and I am escaped with the skin of my teeth.\" Scholars have long debated the exact meaning of the phrase, but many claim that Job is saying that he narrowly escaped death.\nThe allusion by the skin of his teeth means just barely. The answer is A." + } + ] + }, + { + "id": "14743", + "image": "14743\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same. The answer is C." + } + ] + }, + { + "id": "14746", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Ace's phenotype for the coat color trait?\nContext: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l).\nAce is a horse from this group. Ace has the heterozygous genotype Ll for the coat color gene.\nOptions: (A) a black coat (B) a reddish-brown coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Ace's phenotype for the coat color trait. First, consider the alleles in Ace's genotype for the coat color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l). This means L is a dominant allele, and l is a recessive allele.\nAce's genotype of Ll has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Ace's phenotype for the coat color trait must be a black coat. The answer is A." + } + ] + }, + { + "id": "14749", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nDustin is a real Benedict Arnold. After promising to work on my campaign for class president, he decided to support my opponent.\nContext: N/A\nOptions: (A) simile (B) allusion" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nBenedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British. The answer is B." + } + ] + }, + { + "id": "14755", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nMaria can ride a motorcycle.\nContext: N/A\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. The answer is B." + } + ] + }, + { + "id": "14759", + "image": "14759\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's limbs are also adapted for climbing trees?\nContext: Three-toed sloths live in the forests of Central and South America. Their limbs are adapted for climbing trees.\nFigure: three-toed sloth.\nOptions: (A) California sea lion (B) lar gibbon\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the three-toed sloth.\nThe three-toed sloth uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe California sea lion has flippers. Its limbs are not adapted for climbing trees. The California sea lion uses its flippers to swim underwater. The answer is B." + } + ] + }, + { + "id": "14764", + "image": "14764\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is C." + } + ] + }, + { + "id": "14766", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nAustin is the best cook I know!\nContext: N/A\nOptions: (A) interrogative (B) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is B." + } + ] + }, + { + "id": "14767", + "conversations": [ + { + "from": "human", + "value": "Which is a sentence fragment?\nContext: N/A\nOptions: (A) All the judges at the important meeting. (B) The cardboard box gets wet it falls apart." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. All the judges at the important meeting is a sentence fragment. It is missing a verb. The answer is A." + } + ] + }, + { + "id": "14779", + "image": "14779\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Tuvalu (B) Solomon Islands (C) Fiji (D) Vanuatu\n" + }, + { + "from": "gpt", + "value": "This country is Fiji. The answer is C." + } + ] + }, + { + "id": "14785", + "image": "14785\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Sandeep and Tracy trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSandeep and Tracy open their lunch boxes in the school cafeteria. Neither Sandeep nor Tracy got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nSandeep's lunch Tracy's lunch\nOptions: (A) Tracy can trade her almonds for Sandeep's tomatoes. (B) Sandeep can trade his tomatoes for Tracy's broccoli. (C) Sandeep can trade his tomatoes for Tracy's carrots. (D) Tracy can trade her broccoli for Sandeep's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nSandeep wants broccoli. Tracy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "14787", + "image": "14787\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water.\nAmphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA red-spotted newt is an example of an amphibian.\nOptions: (A) koala (B) green moray eel (C) horned frog (D) zebra\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day!\nA zebra is a mammal. It has hair and feeds its young milk.\nZebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.\nA green moray eel is a fish. It lives underwater. It has fins, not limbs.\nEels are long and thin. They may have small fins. They look like snakes, but they are fish!\nA horned frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water. The answer is C." + } + ] + }, + { + "id": "14789", + "conversations": [ + { + "from": "human", + "value": "Suppose Riley decides to plant the roses. Which result would be a cost?\nContext: Riley is deciding whether to plant roses or a pine tree in her backyard. She wants to make her backyard more beautiful. But she also wants to leave space for doing fun things.\nOptions: (A) She will save some space. The roses will use up less space than the pine tree would have used up. (B) Riley will give up the chance to look at the pine tree. She thinks it would have looked more beautiful than the roses." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Riley wants or needs:\nRiley will give up the chance to look at the pine tree. She thinks it would have looked more beautiful than the roses. The answer is B." + } + ] + }, + { + "id": "14800", + "image": "14800\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged among green leaves?\nContext: Leaf insects live in the forests of Asia and Australia. The is adapted to be camouflaged among green leaves.\nFigure: leaf insect.\nOptions: (A) fox snake (B) emerald tree boa\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the leaf insect.\nThe leaf insect has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe emerald tree boa has bright green scales covering its body. It is adapted to be camouflaged among green leaves.\nThe fox snake has a tan body with large brown spots. It is not adapted to be camouflaged among green leaves. The answer is B." + } + ] + }, + { + "id": "14803", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Ava's phenotype for the leg color trait?\nContext: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele L is for white legs, and the allele l is for yellow legs.\nAva, a chicken from this group, has yellow legs. Ava has two alleles for yellow legs.\nOptions: (A) ll (B) yellow legs" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Ava's observable version of the leg color trait is yellow legs. So, Ava's phenotype for the leg color trait is yellow legs. The answer is B." + } + ] + }, + { + "id": "14808", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nTroy, the company you work for just filed for bankruptcy! How can I trust you with our money?\nContext: N/A\nOptions: (A) appeal to nature: the assumption that natural things are always good (B) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Troy must be fiscally irresponsible, because he works for a company that went bankrupt. However, even though his company is perceived as fiscally irresponsible, that doesn't necessarily mean that Troy is, too. This illustrates a type of logical fallacy known as guilt by association. The answer is B." + } + ] + }, + { + "id": "14809", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nMona, I've told you a million times: you need to dry the dishes before you put them away.\nContext: N/A\nOptions: (A) hyperbole (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nA million times is an exaggeration, since it is unlikely that Mona has actually been told this a million times. The answer is A." + } + ] + }, + { + "id": "14811", + "image": "14811\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the cocoi heron.\nContext: This organism is a cocoi heron. Its scientific name is Ardea cocoi.\nOptions: (A) Taricha torosa (B) Ardea goliath (C) Ardea cocoi\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A cocoi heron's scientific name is Ardea cocoi.\nArdea cocoi has the same scientific name as a cocoi heron. So, these organisms are in the same species.\nTaricha torosa does not have the same scientific name as a cocoi heron. So, Ardea cocoi and Taricha torosa are not in the same species.\nArdea cocoi is in the same genus as Ardea goliath, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Ardea cocoi and Ardea goliath are different species within the same genus. The answer is C." + } + ] + }, + { + "id": "14814", + "image": "14814\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Pam's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPam was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Pam wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Pam put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.\nOptions: (A) how much the drone weighed with the blade guards (B) if the blade guards would break in a crash (C) if adding the blade guards made the drone fly poorly\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "14816", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Jasper investigate with an experiment?\nContext: Jasper and his sister are building ramps to race their toy cars down. Jasper notices that the cars go down some of the ramps faster than others. He wonders what factors affect the cars' speed. So, he decides to design an experiment. He has the following supplies available:\ntwo identical toy cars\na wooden ramp three feet long and two feet tall\na cardboard ramp three feet long and two feet tall\nOptions: (A) Do toy cars go faster down the ramp made of wood or the ramp made of cardboard? (B) Do toy cars with plastic wheels go faster down the cardboard ramp than toy cars with metal wheels? (C) Does a big toy car go down the wooden ramp faster than a small toy car?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "14818", + "image": "14818\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Erica was delivering two identical pizzas to a customer. While driving to the customer's house, Erica put one of the pizza boxes on top of the other one. This table shows how the temperature of each pizza changed over 15minutes.\nOptions: (A) the surroundings . . . each pizza (B) each pizza . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings. The answer is B." + } + ] + }, + { + "id": "14824", + "image": "14824\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is stronger in Pair 2. (C) The magnetic force is stronger in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "14826", + "image": "14826\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Dominica (B) Saint Vincent and the Grenadines (C) Trinidad and Tobago (D) Grenada\n" + }, + { + "from": "gpt", + "value": "This country is Grenada. The answer is D." + } + ] + }, + { + "id": "14831", + "image": "14831\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Minnesota?\nContext: N/A\nOptions: (A) Saint Paul (B) Minneapolis (C) Jefferson City (D) Pierre\n" + }, + { + "from": "gpt", + "value": "Saint Paul is the capital of Minnesota. The answer is A." + } + ] + }, + { + "id": "14840", + "image": "14840\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for digging?\nContext: Star-nosed moles are found in many parts of North America. They live in burrows. The moles eat earthworms and nuts, which they find in the soil. The feet of the are adapted for digging.\nFigure: star-nosed mole.\nOptions: (A) groundhog (B) tokay gecko\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the star-nosed mole.\nThe star-nosed mole has long, straight claws. Its feet are adapted for digging. The star-nosed mole uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for digging. The tokay gecko uses its feet to climb trees and walk on leaves. The answer is A." + } + ] + }, + { + "id": "14841", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nclass - curl\nContext: N/A\nOptions: (A) castle (B) cottage" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince cottage is between the guide words class - curl, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "14846", + "conversations": [ + { + "from": "human", + "value": "Which text message is more formal?\nContext: N/A\nOptions: (A) Ms. Arnold is already here. She's waiting in the lobby. (B) Heads up! Arnold is here. In the lobby." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Arnold). The other text message includes more casual language and sentence fragments. The answer is A." + } + ] + }, + { + "id": "14857", + "image": "14857\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Rhianna's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nRhianna glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Rhianna made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Rhianna compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nOptions: (A) Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun? (B) Do the temperatures inside boxes depend on the sizes of the boxes?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "14861", + "image": "14861\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following was a dependent variable in this experiment?\nContext: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nAudrey had four air plants on her desk that were not growing. She suspected that they needed more water. Audrey's sister recommended soaking the air plants in a bowl of water once a week. Audrey's coworker recommended spraying the air plants with a mist of water every day.\nAudrey decided to test both ideas. First, she measured the initial weight of all four air plants. Then, for the next two months, she sprayed two of the plants with a mist of water each day. She watered the two remaining plants by soaking them in water once a week. Finally, Audrey measured the weight of the plants again and calculated the change in weight for each plant.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: an air plant displayed on a rock.\nOptions: (A) the watering method used (B) the change in weight for each plant\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is B." + } + ] + }, + { + "id": "14862", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\nWhile waiting for her search results, Cara exclaimed, \"My Internet connection is as speedy as a snail!\"\nContext: N/A\nOptions: (A) The Internet connection was very fast. (B) The Internet connection was very slow." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs speedy as a snail suggests that the Internet connection was very slow. A snail is not speedy, and neither was Cara's Internet connection. The answer is B." + } + ] + }, + { + "id": "14865", + "image": "14865\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nHydrazine is ().\nContext: The model below represents a molecule of hydrazine. Hydrazine is used in some types of rocket fuels.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether hydrazine is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of hydrazine is composed of four hydrogen atoms and two nitrogen atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that hydrazine is composed of two chemical elements: hydrogen and nitrogen. Since hydrazine is composed of multiple chemical elements bonded together, hydrazine is a compound. The answer is B." + } + ] + }, + { + "id": "14874", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a can of soda pop?\nContext: Select the better estimate.\nOptions: (A) 320 liters (B) 320 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a can of soda pop is 320 milliliters.\n320 liters is too much. The answer is B." + } + ] + }, + { + "id": "14881", + "image": "14881\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a chicken produced by this cross will be heterozygous for the leg color gene?\nContext: In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele for yellow legs (l) is recessive to the allele for white legs (L).\nThis Punnett square shows a cross between two chickens.\nOptions: (A) 2/4 (B) 0/4 (C) 4/4 (D) 3/4 (E) 1/4\n" + }, + { + "from": "gpt", + "value": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is A." + } + ] + }, + { + "id": "14887", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a basketball?\nContext: Select the best estimate.\nOptions: (A) 20 pounds (B) 20 ounces (C) 20 tons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a basketball is 20 ounces.\n20 pounds and 20 tons are both too heavy. The answer is B." + } + ] + }, + { + "id": "14888", + "image": "14888\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these continents does the prime meridian intersect?\nContext: N/A\nOptions: (A) Africa (B) Australia (C) Asia\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect Australia or Asia. The answer is A." + } + ] + }, + { + "id": "14889", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Hunter, (B) Dear hunter," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Hunter is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "14893", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nteeth - trousers\nContext: N/A\nOptions: (A) towel (B) taught" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince towel is between the guide words teeth - trousers, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "14896", + "image": "14896\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a ruler a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a liquid (B) a gas (C) a solid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas. A ruler is a solid. A solid has a size and shape of its own.\nIf you put a ruler in a box, the ruler will keep its shape. The answer is C." + } + ] + }, + { + "id": "14897", + "image": "14897\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Marshall Islands (B) New Zealand (C) Vanuatu (D) Nauru\n" + }, + { + "from": "gpt", + "value": "This country is Nauru. The answer is D." + } + ] + }, + { + "id": "14898", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the reptile traits listed above.\nContext: Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:\nThey have scaly, waterproof skin.\nThey make eggs with shells. Observe the animals and read the descriptions.\nOptions: (A) Green frogs have moist skin. Green frog tadpoles hatch from eggs without shells and live underwater. The adult frogs live on land near ponds and rivers. They may jump into the water to hide from predators. (B) Chinese alligators live in lakes and streams in eastern China. They lay eggs with shells and live in underground burrows in the winter. Chinese alligators have scaly, waterproof skin." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nReptiles have the following traits:\nThey have scaly, waterproof skin.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Chinese alligator has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA Chinese alligator has the traits of a reptile. A Chinese alligator is a reptile.\nA green frog has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA green frog does not have all of the traits of a reptile. A green frog is an amphibian. The answer is B." + } + ] + }, + { + "id": "14904", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAt twenty-one, Hector felt overwhelmed with adult responsibilities and wished he could fly off to Neverland.\nContext: N/A\nOptions: (A) allusion (B) simile" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up. The answer is A." + } + ] + }, + { + "id": "14913", + "image": "14913\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe Western Alps formed at a () boundary.\nContext: Read the passage and look at the picture.\nMillions of years ago, the Eurasian Plate and the African Plate began to move toward each other, eventually colliding. This plate motion formed many mountain ranges, including the Western Alps. The Western Alps run through European countries, including France, Italy, and Switzerland.\nOptions: (A) transform (B) convergent (C) divergent\n" + }, + { + "from": "gpt", + "value": "The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a divergent boundary, two plates are moving away from each other.\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nOne type of convergent boundary is a continent-continent collision. This type of boundary forms when two plates with continental crust move toward each other. The collision compresses and folds the continental crust, forcing it upward to form a mountain range. To figure out what type of plate boundary formed the Western Alps, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nMillions of years ago, the Eurasian Plate and the African Plate began to move toward each other, eventually colliding. This plate motion formed many mountain ranges, including the Western Alps. The Western Alps run through European countries, including France, Italy, and Switzerland.\nThe underlined part of the passage explains that the Western Alps formed as the two plates collided, or ran into each other. For two plates to collide, they must be moving toward each other. So, the Western Alps formed at a convergent boundary. The answer is B." + } + ] + }, + { + "id": "14919", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 175-gram glass of apple juice at a temperature of 65\u00b0F (B) a 175-gram glass of apple juice at a temperature of 40\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two glasses of apple juice have the same mass but different temperatures. Since the 65\u00b0F glass of apple juice is hotter than the 40\u00b0F glass of apple juice, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "14927", + "image": "14927\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Vermont?\nContext: N/A\nOptions: (A) Omaha (B) Montpelier (C) Boston (D) Burlington\n" + }, + { + "from": "gpt", + "value": "Montpelier is the capital of Vermont. The answer is B." + } + ] + }, + { + "id": "14937", + "image": "14937\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for grabbing prey?\nContext: White-tailed eagles eat fish, mammals, and other birds. The 's feet are adapted for grabbing prey.\nFigure: white-tailed eagle.\nOptions: (A) brahminy kite (B) dromedary camel\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the white-tailed eagle.\nThe white-tailed eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the white-tailed eagle attack and kill its prey. The long toes can help it hold on to its prey.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe brahminy kite has long toes with sharp claws. Its feet are adapted for grabbing prey.\nThe dromedary camel has large pads on the bottoms of its feet. Its feet are not adapted for grabbing prey. The dromedary camel uses its feet to walk on sand. The answer is A." + } + ] + }, + { + "id": "14941", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nsediment settling to the bottom of a muddy puddle\nshaking up salad dressing\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are only physical changes. (C) Both are chemical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nLoose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nShaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "14946", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\n\"It was my good luck to have to study for a test while all my friends went to the water park,\" Rodrigo remarked.\nContext: N/A\nOptions: (A) Rodrigo was upset about staying home. (B) Rodrigo wanted time to catch up on his responsibilities." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nGood luck ironically suggests that Rodrigo was upset about staying home. Rodrigo was actually unlucky because he couldn't join his friends at the water park. The answer is A." + } + ] + }, + { + "id": "14951", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear aunt Zoe, (B) Dear Aunt Zoe," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aunt Zoe is capitalized because it is a proper noun. The answer is B." + } + ] + }, + { + "id": "14957", + "conversations": [ + { + "from": "human", + "value": "Which would stretch more?\nContext: N/A\nOptions: (A) rubber band (B) ceramic flower pot" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the rubber band would stretch more. If you pull on a rubber band, it will get longer. The answer is A." + } + ] + }, + { + "id": "14958", + "image": "14958\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) South Carolina (B) Connecticut (C) Massachusetts (D) Georgia\n" + }, + { + "from": "gpt", + "value": "The colony is Connecticut. The answer is B." + } + ] + }, + { + "id": "14961", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Dr. Larson and her team traveled by horseback to a remote village that had no modern medical services. (B) Dr. Larson and her team took horses and went to a place that had no modern medical services." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).\nThe first sentence uses more precise language, so it is more formal overall. The answer is A." + } + ] + }, + { + "id": "14971", + "image": "14971\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Georgia (B) Iowa (C) New York (D) North Dakota\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west. The answer is D." + } + ] + }, + { + "id": "14976", + "conversations": [ + { + "from": "human", + "value": "Would you find the word old on a dictionary page with the following guide words?\nobject - orchard\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince old is between the guide words object - orchard, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "14985", + "image": "14985\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "14989", + "conversations": [ + { + "from": "human", + "value": "How long is the Golden Gate Bridge?\nContext: Select the best estimate.\nOptions: (A) 2,750 meters (B) 2,750 millimeters (C) 2,750 centimeters (D) 2,750 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of the Golden Gate Bridge is 2,750 meters.\n2,750 millimeters and 2,750 centimeters are too short. 2,750 kilometers is too long. The answer is A." + } + ] + }, + { + "id": "14992", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) ***Dogs on Duty*** (B) \"Dogs on Duty\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **Dogs on Duty**. The answer is A." + } + ] + }, + { + "id": "15002", + "conversations": [ + { + "from": "human", + "value": "Is fixing a sink a good or a service?\nContext: N/A\nOptions: (A) a good (B) a service" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether fixing a sink is a good or a service, ask these questions:\nIs fixing a sink something you can touch? No.\nIs fixing a sink a job you might pay someone else to do? Yes.\nSo, fixing a sink is a service. The answer is B." + } + ] + }, + { + "id": "15003", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nSidney has five fingers on each hand.\nContext: Hint: Sidney was born with five fingers on each hand.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait. The answer is B." + } + ] + }, + { + "id": "15024", + "image": "15024\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Indian Ocean (B) the Pacific Ocean (C) the Arctic Ocean (D) the Atlantic Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Arctic Ocean. The answer is C." + } + ] + }, + { + "id": "15025", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nSenator Logan announced today that she plans to cut funding to early childhood education programs. The last thing we need is a government official who hates children!\nContext: N/A\nOptions: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Logan hates children, because she wants to cut education funding. However, the fact that Senator Logan wants to cut education funding doesn't necessarily suggest that she hates children. This illustrates a type of logical fallacy known as a straw man. The answer is A." + } + ] + }, + { + "id": "15027", + "image": "15027\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Ernesto and Lucia trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nErnesto and Lucia open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ernesto wanted broccoli in his lunch and Lucia was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Ernesto can trade his tomatoes for Lucia's sandwich. (B) Ernesto can trade his tomatoes for Lucia's broccoli. (C) Lucia can trade her almonds for Ernesto's tomatoes. (D) Lucia can trade her broccoli for Ernesto's oranges.\n" + }, + { + "from": "gpt", + "value": "Ernesto wanted broccoli in his lunch and Lucia was hoping for tomatoes. Look at the labeled part of the images.\nErnesto has tomatoes. Lucia has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is B." + } + ] + }, + { + "id": "15044", + "image": "15044\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Baltimore (B) Helena (C) Carson City (D) Baton Rouge\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is C." + } + ] + }, + { + "id": "15050", + "image": "15050\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which plant can produce spores?\nContext: This diagram shows the life cycle of a fern.\nOptions: (A) a mature fern (B) a heart-shaped plant\n" + }, + { + "from": "gpt", + "value": "Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again. A mature fern can make spores. Spores grow inside the spore case. When the spore case breaks open, the spores are released.\nA heart-shaped plant produces eggs and sperm, not spores. The answer is A." + } + ] + }, + { + "id": "15066", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nMr. Walter signed his name on the letter.\nContext: N/A\nOptions: (A) future tense (B) present tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, signed. The verb ends in -ed and tells you about something that has already happened. The answer is C." + } + ] + }, + { + "id": "15068", + "image": "15068\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following organisms is the primary consumer in this food web?\nContext: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) sea otter (B) kelp (C) plainfin midshipman (D) phytoplankton\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.\nThe plainfin midshipman has an arrow pointing to it from the phytoplankton. The phytoplankton is a producer, so the plainfin midshipman is a primary consumer.\nThe sea otter has an arrow pointing to it from the sea urchin. The sea urchin is not a producer. So, the sea otter is not a primary consumer.\nThe kelp does not have any arrows pointing to it. So, the kelp is not a primary consumer.\nThe kelp bass has an arrow pointing to it from the kelp. The kelp is a producer, so the kelp bass is a primary consumer. The answer is C." + } + ] + }, + { + "id": "15070", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this plant's phenotype for the pea color trait?\nContext: In a group of pea plants, some individuals have yellow peas and others have green peas. In this group, the gene for the pea color trait has two alleles. The allele for yellow peas (E) is dominant over the allele for green peas (e).\nA certain pea plant from this group has the heterozygous genotype Ee for the pea color gene.\nOptions: (A) yellow peas (B) green peas" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine the pea plant's phenotype for the pea color trait. First, consider the alleles in the plant's genotype for the pea color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for yellow peas (E) is dominant over the allele for green peas (e). This means E is a dominant allele, and e is a recessive allele.\nThe pea plant's genotype of Ee has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the pea plant's phenotype for the pea color trait must be yellow peas. The answer is A." + } + ] + }, + { + "id": "15073", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Settlers in Madagascar should have done more to protect the elephant bird, which became extinct in the 1600s. (B) Madagascar's elephant bird laid eggs the size of American footballs." + }, + { + "from": "gpt", + "value": "Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThis statement is a fact. The statement can be verified by researching and comparing the height of each man.\nStatements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThis statement is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The first sentence states a fact. It can be verified by looking up the size of the elephant bird's eggs and the size of American footballs.\nMadagascar's elephant bird laid eggs the size of American footballs.\nThe second sentence states an opinion. Should indicates a personal judgment.\nSettlers in Madagascar should have done more to protect the elephant bird, which became extinct in the 1600 s. The answer is B." + } + ] + }, + { + "id": "15076", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nSuzie has a scar on her right elbow.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is B." + } + ] + }, + { + "id": "15080", + "image": "15080\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Denver (B) Dallas (C) Sioux Falls (D) Green Bay\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is A." + } + ] + }, + { + "id": "15082", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncalves - cow\nContext: N/A\nOptions: (A) cub (B) chaos" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince chaos is between the guide words calves - cow, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "15086", + "image": "15086\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "15088", + "conversations": [ + { + "from": "human", + "value": "Suppose Cara decides to get the sweet cream ice cream. Which result would be a cost?\nContext: Cara is deciding whether to get strawberry cheesecake ice cream or sweet cream ice cream. She likes strawberry cheesecake more than sweet cream. But a scoop of sweet cream ice cream comes with a free waffle cone.\nOptions: (A) Cara will get a free waffle cone. She will enjoy the waffle cone. (B) Cara will give up the chance to eat the strawberry cheesecake ice cream. She likes this flavor more than sweet cream." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Cara wants or needs:\nCara will give up the chance to eat the strawberry cheesecake ice cream. She likes this flavor more than sweet cream. The answer is B." + } + ] + }, + { + "id": "15094", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Your niece,\nChristine (B) your niece,\nChristine" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "15095", + "conversations": [ + { + "from": "human", + "value": "What does the Eighth Amendment say about \"cruel and unusual punishments\"?\nContext: N/A\nOptions: (A) The government can only use cruel and unusual punishments against murderers. (B) The government can never use cruel and unusual punishments. (C) The government can use cruel and unusual punishments if it needs to. (D) The government can only use cruel and unusual punishments during wars." + }, + { + "from": "gpt", + "value": "The Eighth Amendment says that the government can never use \"cruel and unusual punishments.\" There are no special cases when they are allowed. What makes a punishment \"cruel or unusual\"? The answer is not clear. The Eighth Amendment doesn't talk about specific punishments. Over time, Americans have changed their views on what is cruel and unusual. For example, the government decided in 2005 that it was cruel to put someone to death for a crime he or she committed before the age of 18. Today, Americans continue to question what is cruel and unusual. In the future, some punishments used today may be outlawed. The text of the Eighth Amendment is below. Does it have rules against anything else? Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. The answer is B." + } + ] + }, + { + "id": "15105", + "conversations": [ + { + "from": "human", + "value": "Select the liquid.\nContext: N/A\nOptions: (A) water in a fishbowl (B) chalk (C) gold bracelet" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. The answer is A." + } + ] + }, + { + "id": "15111", + "image": "15111\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Dominica (B) the Dominican Republic (C) Jamaica (D) Haiti\n" + }, + { + "from": "gpt", + "value": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is B." + } + ] + }, + { + "id": "15115", + "image": "15115\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a handsaw a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a gas (B) a solid (C) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A handsaw is a solid. A solid has a size and shape of its own.\nThe handle of this handsaw is made of wood, and the blade is made of metal. Both wood and metal are solids. The answer is B." + } + ] + }, + { + "id": "15122", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) \"The Prince and the Surfer\" (B) ***The Prince and the Surfer***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\" A movie should be in italics.\nThe correct title is **The Prince and the Surfer**. The answer is B." + } + ] + }, + { + "id": "15125", + "image": "15125\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) North America (C) South America (D) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is B." + } + ] + }, + { + "id": "15146", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nWhite chocolate does not contain cocoa solids, it contains milk solids, cocoa butter, sugar, and flavorings such as vanilla.\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nWhite chocolate does not contain cocoa solids, it contains milk solids, cocoa butter, sugar, and flavorings such as vanilla.\nHere is one way to fix the run-on sentence:\nWhite chocolate does not contain cocoa solids. Instead, it contains milk solids, cocoa butter, sugar, and flavorings such as vanilla. The answer is B." + } + ] + }, + { + "id": "15158", + "image": "15158\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Nolan and Dalton trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNolan and Dalton open their lunch boxes in the school cafeteria. Neither Nolan nor Dalton got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nNolan's lunch Dalton's lunch\nOptions: (A) Nolan can trade his tomatoes for Dalton's broccoli. (B) Nolan can trade his tomatoes for Dalton's carrots. (C) Dalton can trade his broccoli for Nolan's oranges. (D) Dalton can trade his almonds for Nolan's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nNolan wants broccoli. Dalton wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A." + } + ] + }, + { + "id": "15161", + "image": "15161\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Georgetown (B) Boise (C) Nampa (D) Olympia\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is B." + } + ] + }, + { + "id": "15171", + "image": "15171\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Cuba (B) the Dominican Republic (C) Saint Lucia (D) Saint Vincent and the Grenadines\n" + }, + { + "from": "gpt", + "value": "This country is Saint Lucia. The answer is C." + } + ] + }, + { + "id": "15175", + "image": "15175\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food web, which organism contains matter that eventually moves to the sea cucumber?\nContext: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) bat star (B) phytoplankton (C) kelp bass\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the sea cucumber.There is one path matter can take from the kelp to the sea cucumber: kelp->sea urchin->sea otter->orca->sea cucumber. kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the kelp bass to the sea cucumber.. bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the bat star to the sea cucumber.. There are two paths matter can take from the phytoplankton to the sea cucumber: phytoplankton->plainfin midshipman->sea cucumber. phytoplankton->zooplankton->plainfin midshipman->sea cucumber. The answer is B." + } + ] + }, + { + "id": "15187", + "image": "15187\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Holophagus have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an animal called Holophagus. Holophagus lived in the ocean and gave birth to live young.\nOptions: (A) a tail fin (B) a large red lump on its head (C) long legs\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is A." + } + ] + }, + { + "id": "15189", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nJonah, you drive a beat-up car from the 1980s. For this reason, we can never allow you to be a lifeguard at the community pool.\nContext: N/A\nOptions: (A) ad hominem: a personal attack against one's opponent (B) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that people who drive old cars are likely to be poor lifeguards. This is a personal attack that isn't relevant to someone's qualifications to be a lifeguard. This illustrates a type of logical fallacy known as ad hominem. The answer is A." + } + ] + }, + { + "id": "15190", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nHow do I know that Samantha is the most intelligent person in our geometry class? I know because she's so smart.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) appeal to nature: the assumption that natural things are always good" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Samantha is intelligent because she's smart. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A." + } + ] + }, + { + "id": "15205", + "image": "15205\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) scratchy (B) bendable\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA scratchy object is rough and itchy against your skin. The bubble gum is not scratchy.\nA bendable object can be bent without breaking. Both objects are bendable.\nThe property that both objects have in common is bendable. The answer is B." + } + ] + }, + { + "id": "15206", + "conversations": [ + { + "from": "human", + "value": "Select the temperature shown by this thermometer.\nContext: N/A\nOptions: (A) 45\u00b0F (B) 85\u00b0F (C) 75\u00b0F" + }, + { + "from": "gpt", + "value": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid is halfway between 70 and 80. So, the temperature is 75\u00b0F. The answer is C." + } + ] + }, + { + "id": "15216", + "image": "15216\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Albert and Tucker's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nAlbert placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45\u00b0 angle, and launched the ball. Then, Albert launched another ping pong ball, this time pulling the catapult's arm back to a 30\u00b0 angle. With each launch, his friend Tucker measured the distance between the catapult and the place where the ball hit the ground. Albert and Tucker repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45\u00b0 angle to the distances the balls traveled when launched from a 30\u00b0 angle.\nFigure: a catapult for launching ping pong balls.\nOptions: (A) Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle? (B) Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "15221", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Mount Rushmore is too difficult to travel to. (B) There are four faces on Mount Rushmore." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nThere are four faces on Mount Rushmore.\nIt can be proved by observing Mount Rushmore.\nThe second sentence states an opinion.\nMount Rushmore is too difficult to travel to.\nDifficult shows what a person believes, thinks, or feels. Another person might have a different opinion about how difficult is too difficult. The answer is B." + } + ] + }, + { + "id": "15224", + "image": "15224\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is stronger in Pair 1. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "15229", + "image": "15229\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for swimming?\nContext: White-breasted cormorants live near lakes, marshes, and the sea in southern Africa. They eat mostly fish, which they catch while swimming and diving. The feet of the are adapted for swimming.\nFigure: white-breasted cormorant.\nOptions: (A) tokay gecko (B) European river otter\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the white-breasted cormorant.\nThe white-breasted cormorant has webbed feet. Its feet are adapted for swimming. As it swims, the white-breasted cormorant uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European river otter has webbed feet. Its feet are adapted for swimming.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for swimming. The tokay gecko uses its feet to climb trees and walk on leaves. The answer is B." + } + ] + }, + { + "id": "15230", + "conversations": [ + { + "from": "human", + "value": "Is the following statement true or false?\nThe cell wall is the outermost layer in a plant cell.\nContext: N/A\nOptions: (A) false (B) true" + }, + { + "from": "gpt", + "value": "The cell wall is the outermost layer in a plant cell.\nThis statement is true. A plant cell has a cell wall. The cell wall is outside the cell membrane and is the outermost layer in a plant cell. The answer is B." + } + ] + }, + { + "id": "15235", + "image": "15235\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) bouncy (B) bendable\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The belt is not bouncy.\nA bendable object can be bent without breaking. The belt is bendable. The answer is B." + } + ] + }, + { + "id": "15241", + "image": "15241\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "15245", + "image": "15245\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Pennsylvania?\nContext: N/A\nOptions: (A) Juneau (B) Providence (C) Harrisburg (D) Pittsburgh\n" + }, + { + "from": "gpt", + "value": "Harrisburg is the capital of Pennsylvania. The answer is C." + } + ] + }, + { + "id": "15253", + "conversations": [ + { + "from": "human", + "value": "Select the elementary substance.\nContext: N/A\nOptions: (A) chloromethane (CH3Cl) (B) calcium (Ca) (C) phosphine (PH3)" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for chloromethane contains three symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, chloromethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, chloromethane is a compound, not an elementary substance. The chemical formula for calcium contains one symbol: Ca. So, calcium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, calcium is an elementary substance. The chemical formula for phosphine contains two symbols: P for phosphorus and H for hydrogen. So, phosphine is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, phosphine is a compound, not an elementary substance. The answer is B." + } + ] + }, + { + "id": "15256", + "image": "15256\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food chain, the persimmon is a producer. Why?\nContext: This diagram shows a food chain from a forest ecosystem in Virginia.\nOptions: (A) It eats another organism. (B) It makes its own food.\n" + }, + { + "from": "gpt", + "value": "Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other organisms. Consumers cannot make their own food. In this food chain, the persimmon is a producer because it makes its own food. The persimmon uses carbon dioxide, water, and sunlight to make its own food. The answer is B." + } + ] + }, + { + "id": "15259", + "image": "15259\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Virginia?\nContext: N/A\nOptions: (A) Richmond (B) Arlington (C) Norfolk (D) Atlanta\n" + }, + { + "from": "gpt", + "value": "Richmond is the capital of Virginia. The answer is A." + } + ] + }, + { + "id": "15260", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nThis lunch meat has absolutely no additives, so it must be nutritious.\nContext: N/A\nOptions: (A) appeal to nature: the assumption that natural things are always good (B) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the lunch meat is nutritious because it contains no additives. However, even though the lunch meat has no additives, that doesn't necessarily mean that it is nutritious. This illustrates a type of logical fallacy known as an appeal to nature. The answer is A." + } + ] + }, + { + "id": "15267", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) More people visited Great Smoky Mountains National Park in 2014 than visited Yosemite and Yellowstone combined. (B) Great Smoky Mountains National Park is fantastic because it has 150 official hiking trails." + }, + { + "from": "gpt", + "value": "Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThis statement is a fact. The statement can be verified by researching and comparing the height of each man.\nStatements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThis statement is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The first sentence states a fact. It can be verified by comparing the number of visitors to U.S. national parks in 2014.\nMore people visited Great Smoky Mountains National Park in 2014 than visited Yosemite and Yellowstone combined.\nThe second sentence states an opinion. Fantastic indicates a personal judgment.\nGreat Smoky Mountains National Park is fantastic because it has 150 official hiking trails. The answer is A." + } + ] + }, + { + "id": "15272", + "image": "15272\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) neither; the samples have the same temperature (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "15273", + "image": "15273\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arizona?\nContext: N/A\nOptions: (A) Phoenix (B) Juneau (C) Helena (D) Salt Lake City\n" + }, + { + "from": "gpt", + "value": "Phoenix is the capital of Arizona. The answer is A." + } + ] + }, + { + "id": "15274", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nGary spoke at the city council meeting, claiming the new recycling regulations were draconian.\nContext: N/A\nOptions: (A) a fairy tale (B) Greek history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion draconian is Greek history.\nDraco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.\nThe allusion draconian means harsh. The answer is B." + } + ] + }, + { + "id": "15277", + "image": "15277\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "15279", + "image": "15279\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) oxygen (B) bromomethane (C) methane\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is A." + } + ] + }, + { + "id": "15280", + "image": "15280\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A white stork is an example of a bird.\nOptions: (A) fruit bat (B) sea eagle\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A sea eagle is a bird. It has feathers, two wings, and a beak.\nSea eagles use their sharp beaks to eat fish and other birds.\nA fruit bat is a mammal. It has hair and feeds its young milk.\nFruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins. The answer is B." + } + ] + }, + { + "id": "15282", + "conversations": [ + { + "from": "human", + "value": "Which object has more thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a cherry pie at a temperature of 110\u00b0F (B) a cherry pie at a temperature of 80\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. The two cherry pies have the same mass but different temperatures. Since the 110\u00b0F pie is hotter than the 80\u00b0F pie, it has more thermal energy. The answer is A." + } + ] + }, + { + "id": "15288", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Trudy inherited this trait?\nContext: Read the description of a trait.\nTrudy has brown eyes.\nOptions: (A) Trudy's father has brown eyes. He passed this trait down to Trudy. (B) Trudy's hair is the same color as her brown eyes." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "15289", + "image": "15289\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "15290", + "image": "15290\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA koala is an example of a mammal.\nOptions: (A) loon (B) great white shark (C) albatross (D) Tasmanian devil\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A loon is a bird. It has feathers, two wings, and a beak.\nLoons usually live near lakes. They dive in the water to hunt for food.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nA Tasmanian devil is a mammal. It has fur and feeds its young milk.\nTasmanian devils are meat-eating marsupials. They live on the island of Tasmania, near Australia.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years. The answer is D." + } + ] + }, + { + "id": "15298", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nscan - swung\nContext: N/A\nOptions: (A) spent (B) sacrifice" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince spent is between the guide words scan - swung, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "15303", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Maddie inherited this trait?\nContext: Read the description of a trait.\nMaddie has green eyes.\nOptions: (A) Maddie's neighbor has green eyes. (B) Maddie and her biological father wear sunglasses when they go outside. (C) Maddie has green eyes like her biological mother." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "15305", + "image": "15305\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Clare and Adele trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nClare and Adele open their lunch boxes in the school cafeteria. Neither Clare nor Adele got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nClare's lunch Adele's lunch\nOptions: (A) Clare can trade her tomatoes for Adele's broccoli. (B) Adele can trade her broccoli for Clare's oranges. (C) Adele can trade her almonds for Clare's tomatoes. (D) Clare can trade her tomatoes for Adele's carrots.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nClare wants broccoli. Adele wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is A." + } + ] + }, + { + "id": "15306", + "image": "15306\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) Africa (C) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Asia. The answer is C." + } + ] + }, + { + "id": "15327", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nCellular respiration is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Cellular respiration is a chemical change. Cells use oxygen to break down sugar. Breaking the chemical bonds in sugar molecules releases energy that a cell can use.\nThe atoms from the broken molecules then combine to form different molecules such as carbon dioxide and water. These molecules are different types of matter than sugar and oxygen. The answer is B." + } + ] + }, + { + "id": "15335", + "conversations": [ + { + "from": "human", + "value": "The mom and dad push the strollers at the same speed. Which stroller is pushed with a larger force?\nContext: A mom, a dad, and two kids are going for a walk. The mom and the dad each push one of the kids in a stroller. The strollers are the same. But the kids are different sizes.\nOptions: (A) a stroller with kid that weighs 25 pounds (B) a stroller with kid that weighs 30 pounds" + }, + { + "from": "gpt", + "value": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the stroller that is heavier.\nA stroller holding a kid that weighs 30 pounds is heavier than a stroller holding a kid that weighs 25 pounds. So, the stroller holding the kid that weighs 30 pounds needs to be pushed with a larger force to start moving forward at the same speed as the other other stroller. The answer is B." + } + ] + }, + { + "id": "15359", + "image": "15359\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Vermont (B) New Hampshire (C) Massachusetts (D) Connecticut\n" + }, + { + "from": "gpt", + "value": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is C." + } + ] + }, + { + "id": "15374", + "image": "15374\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wisconsin?\nContext: N/A\nOptions: (A) Milwaukee (B) Juneau (C) Honolulu (D) Madison\n" + }, + { + "from": "gpt", + "value": "Madison is the capital of Wisconsin. The answer is D." + } + ] + }, + { + "id": "15382", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nwater boiling on a stove\nice melting in a glass\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.\nIce melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not made.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "15383", + "image": "15383\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for swimming?\nContext: Parakeet auklets are small seabirds that live in the Pacific Ocean. They eat mostly crustaceans, which they catch while swimming and diving. The feet of the are adapted for swimming.\nFigure: parakeet auklet.\nOptions: (A) water rail (B) European beaver\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the parakeet auklet.\nThe parakeet auklet has webbed feet. Its feet are adapted for swimming. As it swims, the parakeet auklet uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European beaver has webbed feet. Its feet are adapted for swimming.\nThe water rail has very long toes. Its feet are not adapted for swimming. The water rail uses its feet to walk on muddy ground. The answer is B." + } + ] + }, + { + "id": "15385", + "image": "15385\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Colorado?\nContext: N/A\nOptions: (A) Salt Lake City (B) Colorado Springs (C) Denver (D) Boulder\n" + }, + { + "from": "gpt", + "value": "Denver is the capital of Colorado. The answer is C." + } + ] + }, + { + "id": "15403", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncove - cylinder\nContext: N/A\nOptions: (A) credit (B) cattle" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince credit is between the guide words cove - cylinder, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "15406", + "conversations": [ + { + "from": "human", + "value": "How long is the Red Sea?\nContext: Select the best estimate.\nOptions: (A) 2,250 meters (B) 2,250 centimeters (C) 2,250 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of the Red Sea is 2,250 kilometers.\n2,250 centimeters and 2,250 meters are both too short. The answer is C." + } + ] + }, + { + "id": "15407", + "conversations": [ + { + "from": "human", + "value": "Would you find the word doctor on a dictionary page with the following guide words?\ndessert - dust\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince doctor is between the guide words dessert - dust, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "15415", + "image": "15415\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Asia (B) Africa (C) South America (D) Australia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C." + } + ] + }, + { + "id": "15422", + "image": "15422\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) South America (B) North America (C) Asia (D) Africa\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is D." + } + ] + }, + { + "id": "15429", + "image": "15429\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maryland?\nContext: N/A\nOptions: (A) Concord (B) Honolulu (C) Baltimore (D) Annapolis\n" + }, + { + "from": "gpt", + "value": "Annapolis is the capital of Maryland. The answer is D." + } + ] + }, + { + "id": "15441", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nKate needs a new pair of shoes.\nContext: N/A\nOptions: (A) future tense (B) past tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now. The answer is C." + } + ] + }, + { + "id": "15444", + "image": "15444\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted for climbing trees?\nContext: Vervet monkeys live in the grasslands and forests of Africa. They climb trees to find food and shelter. The 's hands and feet are adapted for climbing trees.\nFigure: vervet monkey.\nOptions: (A) lama (B) red-shanked douc\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the vervet monkey.\nThe vervet monkey has long fingers and toes. It is adapted for climbing trees. The vervet monkey uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe red-shanked douc has long fingers and toes. It is adapted for climbing trees.\nThe lama has four hoofed feet. It is not adapted for climbing trees. The lama uses its feet to walk and run. The answer is B." + } + ] + }, + { + "id": "15445", + "image": "15445\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a scarlet rosemallow plant produced by this cross will have white flowers?\nContext: In a group of scarlet rosemallow plants, some individuals have red flowers and others have white flowers. In this group, the gene for the flower color trait has two alleles. The allele for white flowers (f) is recessive to the allele for red flowers (F).\nThis Punnett square shows a cross between two scarlet rosemallow plants.\nOptions: (A) 4/4 (B) 0/4 (C) 3/4 (D) 1/4 (E) 2/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is E." + } + ] + }, + { + "id": "15446", + "conversations": [ + { + "from": "human", + "value": "Last year, 50,000 people lived in the city of Fairview. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Fairview?\nContext: N/A\nOptions: (A) The supply probably went up. (B) The supply probably went down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Fairview fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Fairview has gone up. So, the supply of houses for sale probably went up, too. The answer is A." + } + ] + }, + { + "id": "15450", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAs Will sat down on the rickety old chair, it abruptly collapsed beneath him.\nContext: N/A\nOptions: (A) simple (B) compound-complex (C) complex (D) compound" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Will sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is C." + } + ] + }, + { + "id": "15457", + "image": "15457\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of purple particles?\nContext: The diagram below is a model of two solutions. Each purple ball represents one particle of solute.\nOptions: (A) Solution A (B) neither; their concentrations are the same (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is A." + } + ] + }, + { + "id": "15458", + "image": "15458\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Mexico?\nContext: N/A\nOptions: (A) Albuquerque (B) Santa Fe (C) Helena (D) Juneau\n" + }, + { + "from": "gpt", + "value": "Santa Fe is the capital of New Mexico. The answer is B." + } + ] + }, + { + "id": "15461", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) When Emma parked her scooter next to Mr. Chang's car, she noticed that the scooter had a flat tire. (B) When Emma parked her scooter next to Mr. Chang's car, she noticed that it had a flat tire." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to her scooter or Mr. Chang's car.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the scooter.\nWhen Emma parked her scooter next to Mr. Chang's car, she noticed that the scooter had a flat tire. The answer is B." + } + ] + }, + { + "id": "15463", + "image": "15463\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Antarctica (B) Asia (C) Africa (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is C." + } + ] + }, + { + "id": "15475", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nYesterday's tennis match was a classic David and Goliath story, with Hanson playing against his former team captain, Ernesto.\nContext: N/A\nOptions: (A) the Bible (B) a poem" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion David and Goliath is the Bible.\nIn the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.\nThe allusion David and Goliath means involving unequal rivals. The answer is A." + } + ] + }, + { + "id": "15478", + "conversations": [ + { + "from": "human", + "value": "How long is a paintbrush?\nContext: Select the better estimate.\nOptions: (A) 25 centimeters (B) 25 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a paintbrush is 25 centimeters.\n25 kilometers is too long. The answer is A." + } + ] + }, + { + "id": "15486", + "image": "15486\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Haiti (B) Jamaica (C) Cuba (D) The Bahamas\n" + }, + { + "from": "gpt", + "value": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is A." + } + ] + }, + { + "id": "15487", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) coffee (B) wet paint (C) chalk" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas. Wet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space.\nChalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own.\nCoffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space. The answer is C." + } + ] + }, + { + "id": "15488", + "image": "15488\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Pennsylvania (B) Wisconsin (C) New York (D) Florida\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is A." + } + ] + }, + { + "id": "15494", + "conversations": [ + { + "from": "human", + "value": "Select the part that fills most of the space inside an animal cell.\nContext: N/A\nOptions: (A) vacuoles (B) cytoplasm (C) chromosomes" + }, + { + "from": "gpt", + "value": "The cell membrane controls which substances enter and leave the cell. The cell membrane also protects the cell from the outside environment.\nThe cytoplasm is made up of a thick liquid that fills the space inside the cell membrane. The cytoplasm supports the other cell parts and holds them in place. Many important chemical reactions happen in the cytoplasm.\nThe mitochondria break down sugar to release energy that the cell can use.\nThe vacuoles store nutrients, such as sugar, in the cell. Vacuoles also store water and waste.\nThe nucleus directs cell activities. It does this by sending instructions to different parts of the cell.\nThe chromosomes contain the information that the cell uses for growth and activities. In animal and plant cells, the chromosomes are inside the nucleus. The cytoplasm is made up of a thick liquid that fills the space between the cell membrane and the nucleus.\nThe thick liquid is made mostly of water. It also includes other important chemicals and cell parts. The cytoplasm holds the cell's structures in place and protects them from being damaged. The answer is B." + } + ] + }, + { + "id": "15497", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Stuart's phenotype for the whisker type trait?\nContext: In a group of Syrian hamsters, some individuals have straight whiskers and others have curved whiskers. In this group, the gene for the whisker type trait has two alleles. The allele for curved whiskers (h) is recessive to the allele for straight whiskers (H).\nStuart is a Syrian hamster from this group. Stuart has the homozygous genotype hh for the whisker type gene.\nOptions: (A) curved whiskers (B) straight whiskers" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Stuart's genotype for the whisker type gene is hh. Stuart's genotype of hh has only h alleles. The h allele is for curved whiskers. So, Stuart's phenotype for the whisker type trait must be curved whiskers.\nTo check this answer, consider whether Stuart's alleles are dominant or recessive. The allele for curved whiskers (h) is recessive to the allele for straight whiskers (H). This means H is a dominant allele, and h is a recessive allele.\nStuart's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Stuart's phenotype for the whisker type trait must be curved whiskers. The answer is A." + } + ] + }, + { + "id": "15506", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMabel never lies. She told me herself, so it must be true.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) ad hominem: a personal attack against one's opponent" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Mabel is telling the truth because she says she never lies. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is A." + } + ] + }, + { + "id": "15512", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Remy's phenotype for the body hair trait?\nContext: In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele B is for a hairy body, and the allele b is for a hairless body.\nRemy, a deer mouse from this group, has a hairy body. Remy has one allele for a hairy body and one allele for a hairless body.\nOptions: (A) Bb (B) a hairy body" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Remy's observable version of the body hair trait is a hairy body. So, Remy's phenotype for the body hair trait is a hairy body. The answer is B." + } + ] + }, + { + "id": "15516", + "image": "15516\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the tide pool ecosystems in Salt Point State Park?\nContext: Figure: Salt Point State Park.\nSalt Point State Park is in northern California. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.\nOptions: (A) It has daily flooding and draining of seawater. It also has water that is rich in nutrients. (B) It has daily flooding and draining of seawater. It also has water that is poor in nutrients.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Salt Point State Park have daily flooding and draining of seawater. They also have water that is rich in nutrients. The answer is A." + } + ] + }, + { + "id": "15524", + "image": "15524\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Portland (B) Nampa (C) Columbus (D) Boise\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is D." + } + ] + }, + { + "id": "15525", + "conversations": [ + { + "from": "human", + "value": "What does the personification in this text suggest?\nThe trawler plunged into the angry swells of the dark, furious sea.\n\u2014Robert Ludlum, The Bourne Identity\nContext: N/A\nOptions: (A) The sea was fierce. (B) The sea was deep in color." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nAngry and furious suggest that the sea was fierce. Those words describe an emotionally intense person. The answer is A." + } + ] + }, + { + "id": "15528", + "image": "15528\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's body is better adapted for protection against a predator with sharp teeth?\nContext: Painted turtles are adapted to protect themselves from a predator with sharp teeth. They have hard outer shells covering their bodies. A can pull its head and legs into its shell when attacked.\nFigure: painted turtle.\nOptions: (A) eastern rat snake (B) nautilus\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the painted turtle.\nThe painted turtle has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the painted turtle.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe nautilus has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.\nThe eastern rat snake has soft scales covering its skin. Its body is not adapted for protection against predators with sharp teeth. The answer is B." + } + ] + }, + { + "id": "15530", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Only a fool would travel all the way to China to see rocks. (B) The Stone Forest in southern China is a cluster of ancient limestone pillars." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The second sentence states a fact.\nThe Stone Forest in southern China is a cluster of ancient limestone pillars.\nIt can be proved by reading a travel guide about China.\nThe first sentence states an opinion.\nOnly a fool would travel all the way to China to see rocks.\nOnly a fool shows what a person believes, thinks, or feels. Another person might have a different opinion about what is foolish. The answer is B." + } + ] + }, + { + "id": "15534", + "image": "15534\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Eastern Colorado.\nEastern Colorado is part of the Great Plains. On October 19, 1988, a thunderstorm near the town of La Junta produced winds of 63 miles per hour.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nEastern Colorado is part of the Great Plains. On October 19, 1988, a thunderstorm near the town of La Junta produced winds of 63 miles per hour.\nThe underlined part of the passage tells you about the wind speed in Eastern Colorado on October 19, 1988. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "15541", + "image": "15541\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Tonga (B) Fiji (C) Nauru (D) Samoa\n" + }, + { + "from": "gpt", + "value": "This country is Samoa. The answer is D." + } + ] + }, + { + "id": "15546", + "conversations": [ + { + "from": "human", + "value": "Which is a complex sentence?\nContext: N/A\nOptions: (A) You will attract more customers if you extend the sale through the weekend. (B) The barber and his brother opened their shop in Harlem more than thirty years ago." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction if.\nYou will attract more customers if you extend the sale through the weekend. The answer is A." + } + ] + }, + { + "id": "15552", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nIn this chemical reaction, nitrous oxide is a ().\nContext: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.\nTo help relieve pain during a dental visit, a dentist may give a patient nitrous oxide. Nitrous oxide is made in factories by carefully heating ammonium nitrate. At 170\u00b0C, ammonium nitrate breaks down and forms a mixture of nitrous oxide gas and water vapor. After the mixture is collected, the water vapor is separated from the nitrous oxide gas.\nOptions: (A) reactant (B) product" + }, + { + "from": "gpt", + "value": "A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products. Read the underlined text carefully. Look for information about what happens to nitrous oxide in this chemical reaction.\nTo help relieve pain during a dental visit, a dentist may give a patient nitrous oxide. Nitrous oxide is made in factories by carefully heating ammonium nitrate. At 170\u00b0C, ammonium nitrate breaks down and forms a mixture of nitrous oxide gas and water vapor. After the mixture is collected, the water vapor is separated from the nitrous oxide gas.\nThe underlined text tells you that nitrous oxide forms when ammonium nitrate breaks down. Because nitrous oxide is produced by this chemical reaction, nitrous oxide is a product. The answer is B." + } + ] + }, + { + "id": "15556", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a crayon at a temperature of 91\u00b0F (B) a crayon at a temperature of 53\u00b0F (C) a crayon at a temperature of 41\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three crayons have the same mass but different temperatures. Since the 91\u00b0F crayon is the hottest, it has the most thermal energy. The answer is A." + } + ] + }, + { + "id": "15560", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nThe thing that makes Santiago stand out as a remarkable cellist is that he's a marvelous musician who plays the cello splendidly.\nContext: N/A\nOptions: (A) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (B) circular reasoning: an argument that supports a claim with the claim itself (C) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Santiago is a remarkable cellist because he plays the cello well. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is B." + } + ] + }, + { + "id": "15562", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Brian had to stay home with his brother because he wasn't feeling well. (B) Brian's brother wasn't feeling well, so Brian had to stay home with him." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun he could refer to Brian or his brother.\nBrian had to stay home with his brother because he wasn't feeling well.\nThe first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nBrian's brother wasn't feeling well, so Brian had to stay home with him. The answer is A." + } + ] + }, + { + "id": "15569", + "image": "15569\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Dhaka.\nDhaka is the capital of Bangladesh, a country in southern Asia. The city is humid most days of the year.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nDhaka is the capital of Bangladesh, a country in southern Asia. The city is humid most days of the year.\nThe underlined part of the passage tells you about the usual pattern of humidity in Dhaka. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "15573", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word random in its traditional sense?\nContext: N/A\nOptions: (A) At the grocery store, Jayla hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food. (B) Jayla made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses random in its traditional sense: made or occurring without a definite pattern.\nAt the grocery store, Jayla hastily grabbed fruits and vegetables at random, filling her shopping cart with a hodgepodge of food.\nThe second text uses random in its nontraditional sense: odd or out of place.\nJayla made a random trip to the grocery store, though her kitchen was already stocked with a hodgepodge of food.\nMost style guides recommend to avoid using the nontraditional sense of the word random because it is generally considered incorrect. The answer is A." + } + ] + }, + { + "id": "15575", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe Dodson family is going to spend two weeks in Ocean City, but for Mateo it will be a working vacation, since he'll be checking in with the office every day.\nContext: N/A\nOptions: (A) euphemism (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work. The answer is B." + } + ] + }, + { + "id": "15576", + "image": "15576\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Kenji's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nKenji was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Kenji put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.\nOptions: (A) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour (B) how steady a parachute with a 1 m vent was at 200 km per hour (C) whether a parachute with a 1 m vent would swing too much at 400 km per hour\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "15585", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) Life of Pi (B) Life of pi" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.\nThe correct title is Life of Pi. The answer is A." + } + ] + }, + { + "id": "15591", + "image": "15591\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Scarborough Marsh ecosystem?\nContext: Figure: Scarborough Marsh.\nScarborough Marsh is a wetland ecosystem in southern Maine.\nOptions: (A) It has land that is covered with water during most of the year. It also has other water ecosystems nearby. (B) It has land that is covered with water during most of the year. It also has soil that is poor in nutrients.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, Scarborough Marsh has land that is covered with water during most of the year. It also has other water ecosystems nearby. The answer is A." + } + ] + }, + { + "id": "15594", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nI don't feel like going into it, if you want to know the truth. My parents would have about two hemorrhages apiece if I told anything pretty personal about them.\n\u2014J. D. Salinger, The Catcher in the Rye\nContext: N/A\nOptions: (A) anaphora (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nWould have about two hemorrhages apiece is an exaggeration, since the speaker's parents will not literally hemorrhage just because he talks about them. The answer is B." + } + ] + }, + { + "id": "15595", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nJulian's leaving his job? That's old news. He's been planning that for months.\nContext: N/A\nOptions: (A) euphemism (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nOld news is a contradiction, because news is recent information. The answer is B." + } + ] + }, + { + "id": "15596", + "image": "15596\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's legs are also adapted for wading?\nContext: Flamingos live near marshes, rivers, and oceans. They eat small crustaceans that live in shallow water. Flamingos get their food by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: flamingo.\nOptions: (A) African fish eagle (B) great egret\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the flamingo.\nLong legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe great egret has long, thin legs. Its legs are adapted for wading.\nThe African fish eagle has short legs. Its legs are not adapted for wading. The African fish eagle uses its legs to walk and perch. The answer is B." + } + ] + }, + { + "id": "15601", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a full bag of groceries?\nContext: Select the best estimate.\nOptions: (A) 8 tons (B) 8 pounds (C) 8 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a full bag of groceries is 8 pounds.\n8 ounces is too light and 8 tons is too heavy. The answer is B." + } + ] + }, + { + "id": "15602", + "image": "15602\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the air from a hair dryer a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a gas (B) a solid (C) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air from a hair dryer is a gas. A gas expands to fill a space.\nA hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space. The answer is A." + } + ] + }, + { + "id": "15606", + "image": "15606\\image.png", + "conversations": [ + { + "from": "human", + "value": "Why do adult cats meow?\nContext: Read the text about cat meows.\nWhile kittens meow to their mothers, they stop once they are old enough to take care of themselves. At that point, cats use smell, touch, and body language to talk to each other. So if adult cats aren't making noise for each other, why do cats meow? Cats meow to talk with their humans!\nIf you are a cat owner, you may be interested in understanding your cat's meows. Different meows can have distinct meanings. A short, high squeak or chirp is a cheerful hello. A louder and longer meow is a cat's way of saying \"Please?\" or \"Let me out!\" An even longer and louder meow is your cat's way of demanding something, like \"Food! Now!\" Of course, the best cat sound to many cat owners is a low, rumbling purr that comes from a happy cat.\nOptions: (A) to act like kittens (B) to talk to other cats (C) to talk to people\n" + }, + { + "from": "gpt", + "value": "Look at the text in bold below. It tells you why adult cats meow.\nWhile kittens meow to their mothers, they stop once they are old enough to take care of themselves. At that point, cats use smell, touch, and body language to talk to each other. So if adult cats aren't making noise for each other, why do cats meow? Cats meow to talk with their humans! The answer is C." + } + ] + }, + { + "id": "15614", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) A bunch of banks are about to start charging higher checking account fees. (B) Many banks will begin imposing higher fees for checking accounts." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (a bunch of).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "15623", + "image": "15623\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is Daphnia pulex made up of one cell?\nContext: This organism is Daphnia pulex. It is a member of the animal kingdom.\nDaphnia pulex lives in lakes and ponds. D. pulex can sense chemicals that its predators release into the water. When D. pulex senses that a predator is nearby, it can grow sharp spikes on its head! These spikes make D. pulex harder to eat.\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Daphnia pulex is an animal. Animals are made up of many cells. The answer is A." + } + ] + }, + { + "id": "15627", + "image": "15627\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) blue (B) stretchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA stretchy object gets longer when you pull on it. The bubble gum is stretchy.\nBlue is a color.\nThis color is blue. The bubble gum is not blue. The answer is B." + } + ] + }, + { + "id": "15630", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that Caleb's mass did not change.\nThe gravitational potential energy stored between Caleb and Earth () as he rode the escalator.\nContext: Read the text about a person in motion.\nCaleb rode an escalator from the first floor to the second floor of a shopping mall.\nOptions: (A) increased (B) stayed the same (C) decreased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Caleb and the center of Earth changed.\nThe second floor is higher than the first floor. As he rode the escalator toward the second floor, the distance between Caleb and the center of Earth increased. So, the gravitational potential energy stored between Caleb and Earth increased as he rode the escalator. The answer is A." + } + ] + }, + { + "id": "15632", + "image": "15632\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this jacket made of?\nContext: N/A\nOptions: (A) metal (B) clay\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the jacket.\nThe jacket is made of two different materials. The buckles are made of metal. The rest of the jacket is made of leather.\nNot all shiny jackets are made of leather. Some are made from other fabrics designed to look like leather. The answer is A." + } + ] + }, + { + "id": "15636", + "conversations": [ + { + "from": "human", + "value": "Select the one true statement.\nContext: N/A\nOptions: (A) Lysosomes are the sites where ribosomes build proteins in animal cells. (B) The endoplasmic reticulum is outside the nucleus in an animal cell. (C) The cell wall stores nutrients, water, and waste in a plant cell." + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "15637", + "image": "15637\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) New Mexico (B) Missouri (C) Virginia (D) Pennsylvania\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Pennsylvania is farthest north. The answer is D." + } + ] + }, + { + "id": "15642", + "image": "15642\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) Australia (C) the Marshall Islands (D) Vanuatu\n" + }, + { + "from": "gpt", + "value": "This country is Solomon Islands. The answer is A." + } + ] + }, + { + "id": "15645", + "image": "15645\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Fiji (B) Solomon Islands (C) Australia (D) the Marshall Islands\n" + }, + { + "from": "gpt", + "value": "This country is Solomon Islands. The answer is B." + } + ] + }, + { + "id": "15646", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nThe Small Dark Spot is the name of a cyclone that occurred on the planet Neptune.\nContext: N/A\nOptions: (A) declarative (B) exclamatory (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A." + } + ] + }, + { + "id": "15651", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) \"With an Open Heart\" (B) ***With an Open Heart***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **With an Open Heart**. The answer is B." + } + ] + }, + { + "id": "15652", + "image": "15652\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "15658", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) I followed Vicky's recipe, but my chicken pot pie tasted nothing like hers. (B) The famous Venus de Milo statue was found on Milos, a volcanic Greek island in the Aegean Sea." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.\nI followed Vicky's recipe, but my chicken pot pie tasted nothing like hers. The answer is A." + } + ] + }, + { + "id": "15662", + "image": "15662\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which i in column 4?\nContext: N/A\nOptions: (A) the police department (B) the theater (C) the grocery store (D) the fire department\n" + }, + { + "from": "gpt", + "value": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The grocery store is in column 4. The answer is C." + } + ] + }, + { + "id": "15665", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) My uncle just moved to Italy, so he will need to learn Italian. (B) The cook tastes too much salt in the soup." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.\nMy uncle just moved to Italy, so he will need to learn Italian. The answer is A." + } + ] + }, + { + "id": "15668", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nIn the early 1960s, Alan and Doris Litman, a couple in Pittsburgh, invented mace (a nontoxic tear gas), after one of Doris's colleagues was mugged, the Litmans wanted to create a safe product that women could use in self-defense.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.\nIn the early 1960 s, Alan and Doris Litman, a couple in Pittsburgh, invented mace (a nontoxic tear gas), after one of Doris's colleagues was mugged, the Litmans wanted to create a safe product that women could use in self-defense.\nHere is one way to fix the run-on sentence:\nIn the early 1960 s, Alan and Doris Litman, a couple in Pittsburgh, invented mace (a nontoxic tear gas). After one of Doris's colleagues was mugged, the Litmans wanted to create a safe product that women could use in self-defense. The answer is A." + } + ] + }, + { + "id": "15670", + "conversations": [ + { + "from": "human", + "value": "Which change better matches the sentence?\nA grassland catches fire and burns.\nContext: N/A\nOptions: (A) wildfire (B) erosion" + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "15675", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Rachel acquired this trait?\nContext: Read the description of a trait.\nRachel knows how to knit sweaters.\nOptions: (A) Rachel knits sweaters using cotton, wool, and other types of yarn. (B) Rachel learned how to knit in an after school program." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "15684", + "image": "15684\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Denver (B) Indianapolis (C) Nampa (D) Boise\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is D." + } + ] + }, + { + "id": "15696", + "image": "15696\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Palau (B) Papua New Guinea (C) the Marshall Islands (D) the Federated States of Micronesia\n" + }, + { + "from": "gpt", + "value": "This country is the Federated States of Micronesia. The answer is D." + } + ] + }, + { + "id": "15701", + "image": "15701\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Boise (B) Hilo (C) Honolulu (D) Santa Fe\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is C." + } + ] + }, + { + "id": "15702", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe audience at the 2012 Olympics cheered as, with Herculean effort, Kim Un-Guk of North Korea set an Olympic record by lifting a 153-kilogram weight.\nContext: N/A\nOptions: (A) alliteration (B) allusion" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nHerculean alludes to Hercules, a hero in Greek mythology who was known for his strength and courage. The answer is B." + } + ] + }, + { + "id": "15705", + "image": "15705\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample B (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "15706", + "image": "15706\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a T-shirt a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a liquid (B) a gas (C) a solid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. A T-shirt is a solid. You can fold a T-shirt. But it will still have a size and shape of its own. The answer is C." + } + ] + }, + { + "id": "15710", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Casper's phenotype for the Tobiano patterning trait?\nContext: This passage describes the Tobiano patterning trait in horses:\n\nIn a group of horses, some individuals have Tobiano patterning and others do not. In this group, the gene for the Tobiano patterning trait has two alleles. The allele for having Tobiano patterning (B) is dominant over the allele for not having Tobiano patterning (b).\nCasper is a horse from this group. Casper has the homozygous genotype BB for the Tobiano patterning gene.\nOptions: (A) not having Tobiano patterning (B) having Tobiano patterning" + }, + { + "from": "gpt", + "value": "Casper's genotype for the Tobiano patterning gene is BB. Casper's genotype of BB has only B allelles. The B allele is for having Tobiano patterning. So, Casper's phenotype for the Tobiano patterning trait must be having Tobiano patterning.\nTo check this answer, consider whether Casper's alleles are dominant or recessive. The allele for having Tobiano patterning (B) is dominant over the allele for not having Tobiano patterning (b). This means B is a dominant allele, and b is a recessive allele.\nCasper's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Casper's phenotype for the Tobiano patterning trait must be having Tobiano patterning. The answer is B." + } + ] + }, + { + "id": "15712", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Riding in a hot-air balloon is more exciting than flying in a plane. (B) In hot-air balloons, passengers ride in baskets." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nIn hot-air balloons, passengers ride in baskets.\nIt can be proved by looking at a picture of hot-air balloons.\nThe second sentence states an opinion.\nRiding in a hot-air balloon is more exciting than flying in a plane.\nMore exciting shows what a person believes, thinks, or feels. Another person might have a different opinion about which one is more exciting. The answer is B." + } + ] + }, + { + "id": "15718", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Devon, (B) dear Devon," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Devon is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "15725", + "conversations": [ + { + "from": "human", + "value": "Which cookie has less thermal energy?\nContext: Two cookies are identical except for their temperatures.\nOptions: (A) the hotter cookie (B) the colder cookie" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 1-kilogram brick at 70\u00b0F has half as much thermal energy as a 2-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. The two cookies are made of the same material and have the same mass. So, the colder cookie has less thermal energy. The answer is B." + } + ] + }, + { + "id": "15737", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word ironic in its traditional sense?\nContext: N/A\nOptions: (A) Last winter, Clarence took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week. (B) Last winter, Clarence took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Clarence tried to get away from the snow but found himself in a snowstorm regardless.\nLast winter, Clarence took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.\nThe first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Clarence's friends were in Florida the week before.\nLast winter, Clarence took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.\nMost style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect. The answer is A." + } + ] + }, + { + "id": "15740", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nshack - spade\nContext: N/A\nOptions: (A) squirrel (B) source" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince source is between the guide words shack - spade, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "15749", + "image": "15749\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Fiji (C) Tuvalu (D) Solomon Islands\n" + }, + { + "from": "gpt", + "value": "This country is Fiji. The answer is B." + } + ] + }, + { + "id": "15763", + "image": "15763\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arizona?\nContext: N/A\nOptions: (A) Juneau (B) Phoenix (C) Provo (D) Newport\n" + }, + { + "from": "gpt", + "value": "Phoenix is the capital of Arizona. The answer is B." + } + ] + }, + { + "id": "15765", + "image": "15765\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Kansas?\nContext: N/A\nOptions: (A) Bismarck (B) Indianapolis (C) Topeka (D) Burlington\n" + }, + { + "from": "gpt", + "value": "Topeka is the capital of Kansas. The answer is C." + } + ] + }, + { + "id": "15767", + "image": "15767\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes.\nOptions: (A) the surroundings . . . each bottle (B) each bottle . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle. The answer is A." + } + ] + }, + { + "id": "15772", + "image": "15772\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Shivani and Austin trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nShivani and Austin open their lunch boxes in the school cafeteria. Neither Shivani nor Austin got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nShivani's lunch Austin's lunch\nOptions: (A) Austin can trade his almonds for Shivani's tomatoes. (B) Shivani can trade her tomatoes for Austin's broccoli. (C) Austin can trade his broccoli for Shivani's oranges. (D) Shivani can trade her tomatoes for Austin's carrots.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nShivani wants broccoli. Austin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "15787", + "image": "15787\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "15790", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\nThe Cohen family donated a number of gently loved books and toys to a local shelter.\nContext: N/A\nOptions: (A) The items were precious. (B) The items were not new." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism gently loved means the items were not new. Gently loved is a nicer way of referring to used items. The answer is B." + } + ] + }, + { + "id": "15791", + "image": "15791\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to catch insects?\nContext: s eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.\nFigure: European nightjar.\nOptions: (A) hanging parrot (B) sand martin\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the European nightjar.\nA short, thin beak is light and easy to move. The European nightjar uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe sand martin has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds. The answer is B." + } + ] + }, + { + "id": "15794", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nrust forming on a metal gate\nburning food on a stove\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are only physical changes. (C) Both are caused by cooling. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nRust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nBurning food on a stove is a chemical change. When the food burns, the type of matter in it changes. The food turns black and gives off smoke.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBurning is caused by heating. But rust forming on a metal gate is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "15799", + "image": "15799\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) Africa (C) Asia (D) Antarctica\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Asia. The answer is C." + } + ] + }, + { + "id": "15807", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nmixing sand and water\nsediment settling to the bottom of a muddy puddle\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by heating. (C) Both are caused by cooling. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.\nLoose matter such as sand and dirt is called sediment. Sediment settling to the bottom of a muddy puddle is a physical change.\nThe sediment sinks, and the water above becomes clearer. This separates the water from the sediment. But separating a mixture does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "15810", + "image": "15810\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nIodine is ().\nContext: The model below represents a molecule of iodine. odine is found in some types of disinfectants.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether iodine is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the ball-and-stick model shown above, both of the balls are the same color:\n. The legend shows that dark purple represents the chemical element with the atomic symbol I. So, the model shows you that a molecule of iodine is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that iodine is composed of only one chemical element. So, iodine is an elementary substance. The answer is A." + } + ] + }, + { + "id": "15813", + "image": "15813\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Indiana?\nContext: N/A\nOptions: (A) Des Moines (B) Burlington (C) Fort Wayne (D) Indianapolis\n" + }, + { + "from": "gpt", + "value": "Indianapolis is the capital of Indiana. The answer is D." + } + ] + }, + { + "id": "15815", + "image": "15815\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Virginia?\nContext: N/A\nOptions: (A) Jefferson City (B) Richmond (C) Jackson (D) Norfolk\n" + }, + { + "from": "gpt", + "value": "Richmond is the capital of Virginia. The answer is B." + } + ] + }, + { + "id": "15821", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMayor Stanley wants to create more bicycle lanes in Fairview. However, many citizens of Fairview live far from work. It would not be realistic to force us to give up our cars and bike everywhere.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (C) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Mayor Stanley wants people to give up their cars. However, this misrepresents Mayor Stanley's argument. Mayor Stanley only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man. The answer is B." + } + ] + }, + { + "id": "15826", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nFair river! In thy bright, clear flow\nOf crystal, wandering water,\nThou art an emblem of the glow\nOf beauty . . . \u2014Edgar Allan Poe, \"To the River\"\nContext: N/A\nOptions: (A) apostrophe (B) antithesis" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nFair river! is a direct address to a river, a nonhuman entity. The answer is A." + } + ] + }, + { + "id": "15829", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) far (B) her (C) star" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words far and star rhyme. They both end with the ar sound.\nThe word her does not rhyme. It ends with a different sound. The answer is B." + } + ] + }, + { + "id": "15831", + "image": "15831\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of pink particles?\nContext: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A and Solution B have the same number of pink particles per milliliter. So, their concentrations are the same. The answer is C." + } + ] + }, + { + "id": "15835", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Caleb inherited this trait?\nContext: Read the description of a trait.\nCaleb has blond hair.\nOptions: (A) Caleb's mother cuts his hair every month. (B) Caleb's parents have blond hair. They passed down this trait to Caleb." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "15841", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this pea plant's phenotype for the pea shape trait?\nContext: In a group of pea plants, some individuals have round peas and others have wrinkled peas. In this group, the gene for the pea shape trait has two alleles. The allele E is for round peas, and the allele e is for wrinkled peas.\nA certain pea plant from this group has wrinkled peas. This plant has two alleles for wrinkled peas.\nOptions: (A) wrinkled peas (B) ee" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pea shape trait is wrinkled peas. So, the plant's phenotype for the pea shape trait is wrinkled peas. The answer is A." + } + ] + }, + { + "id": "15850", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nI can't believe this is Luna's first time seeing the Pacific Ocean!\nContext: N/A\nOptions: (A) interrogative (B) exclamatory (C) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is B." + } + ] + }, + { + "id": "15853", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\n\"Sleeping through the rooster's crowing was no problem,\" Jasper joked with a yawn.\nContext: N/A\nOptions: (A) Jasper finds roosters amusing. (B) Jasper slept poorly." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nSleeping through the rooster's crowing was no problem ironically suggests that Jasper slept poorly. Jasper was tired, so the rooster's crowing was clearly a problem. The answer is B." + } + ] + }, + { + "id": "15857", + "image": "15857\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "15858", + "image": "15858\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Delaware (B) New Hampshire (C) Michigan (D) Pennsylvania\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is D." + } + ] + }, + { + "id": "15866", + "image": "15866\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) blue (B) hard\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA hard object keeps its shape when you squeeze it. The slippers are not hard.\nBlue is a color.\nThis color is blue. The slippers are blue. The answer is A." + } + ] + }, + { + "id": "15867", + "image": "15867\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the bubble map, which statement is true?\nContext: This bubble map shows information about different kinds of marsupials.\nOptions: (A) Kangaroos eat grass. (B) Kangaroos sleep during the day.\n" + }, + { + "from": "gpt", + "value": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A bubble map uses lines to connect things that are related. This bubble map shows information about different kinds of marsupials.\nKangaroos is directly connected to eat grass. This tells you that kangaroos eat grass. The answer is A." + } + ] + }, + { + "id": "15872", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nThe right hemisphere of the human brain typically controls muscle movement on the left side of the body.\nContext: N/A\nOptions: (A) compound (B) compound-complex (C) simple (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nThe right hemisphere of the human brain typically controls muscle movement on the left side of the body. The answer is C." + } + ] + }, + { + "id": "15874", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nmelting wax\nknitting yarn into a scarf\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by heating. (C) Both are only physical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMelting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.\nKnitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWax melting is caused by heating. But knitting yarn is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "15885", + "image": "15885\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) bouncy (B) blue (C) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA bouncy object will bounce back from the floor if you drop it. The jeans and the yarn pom pom are not bouncy.\nBlue is a color.\nThis color is blue. All three objects are blue.\nThe property that all three objects have in common is blue. The answer is B." + } + ] + }, + { + "id": "15891", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\n\"This mattress is as soft as concrete,\" Bob complained as he tested the bed in his hotel room.\nContext: N/A\nOptions: (A) personification (B) verbal irony" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs soft as concrete shows verbal irony because concrete is not soft. The answer is B." + } + ] + }, + { + "id": "15900", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbreaking a ceramic plate\nwater vapor condensing on a bathroom mirror\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are only physical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBreaking a ceramic plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nWater vapor condensing on a bathroom mirror is a change of state. So, it is a physical change. The water changes state from gas in the air to liquid water on the mirror. But the water vapor and the liquid water are both made of water.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nWater vapor condensing is caused by cooling. But breaking a ceramic plate is not. The answer is C." + } + ] + }, + { + "id": "15902", + "image": "15902\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Carolina?\nContext: N/A\nOptions: (A) Charleston (B) Lexington (C) Columbia (D) Topeka\n" + }, + { + "from": "gpt", + "value": "Columbia is the capital of South Carolina. The answer is C." + } + ] + }, + { + "id": "15908", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nIsabella had her fifteen minutes when her video of kayaking with dolphins went viral.\nContext: N/A\nOptions: (A) Greek history (B) modern history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion fifteen minutes is modern history.\nIn a catalog that accompanied an exhibit of his work, pop artist Andy Warhol said, \"In the future, everybody will be world-famous for fifteen minutes,\" meaning that fame would be briefly available even to those who did nothing spectacular.\nThe allusion fifteen minutes means a temporary moment of celebrity status. The answer is B." + } + ] + }, + { + "id": "15913", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a rock.\nContext: N/A\nOptions: (A) Trachyte is not made by living things. It is a solid. (B) Scoria is not a pure substance. It is a solid. (C) Plastic is made in a factory. It is not a pure substance." + }, + { + "from": "gpt", + "value": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nScoria is a rock.\nPlastic is made in a factory. But all rocks are formed in nature.\nSo, plastic is not a rock.\nTrachyte is a rock. The answer is C." + } + ] + }, + { + "id": "15917", + "conversations": [ + { + "from": "human", + "value": "Which of the following is better evidence that Ellen's kinetic energy changed?\nContext: There are many types of energy. One type is kinetic energy, which is the energy an object has when it is moving.\nRead the passage about a bike ride. Think about the kinetic energy of the person riding the bike.\nEllen was training for a bike race. One afternoon, she grabbed her helmet and took her bike out to the street. She got on the bike and started to pedal, pushing hard to start moving forward.\nOptions: (A) When Ellen started pedaling her bike, she began moving along the street. (B) When Ellen got on her bike, her feet were no longer touching the ground." + }, + { + "from": "gpt", + "value": "The kinetic energy of an object depends on the object's speed. So, a change in Ellen's speed is evidence of a change in her kinetic energy.\nThis statement shows that Ellen's speed changed:\nWhen Ellen started pedaling her bike, she began moving along the street.\nThis statement does not show that Ellen's speed changed:\nWhen Ellen got on her bike, her feet were no longer touching the ground. The answer is A." + } + ] + }, + { + "id": "15923", + "image": "15923\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Nebraska (B) Iowa (C) Kansas (D) Missouri\n" + }, + { + "from": "gpt", + "value": "This state is Kansas. The answer is C." + } + ] + }, + { + "id": "15930", + "conversations": [ + { + "from": "human", + "value": "Would you find the word load on a dictionary page with the following guide words?\nlent - livestock\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince load is not between the guide words lent - livestock, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "15932", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nJackson stirred the sauce on the stove.\nContext: N/A\nOptions: (A) present tense (B) past tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, stirred. The verb ends in -ed and tells you about something that has already happened. The answer is B." + } + ] + }, + { + "id": "15934", + "image": "15934\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement best describes the average monthly precipitation in Atlanta?\nContext: Use the graph to answer the question below.\nOptions: (A) Atlanta has a rainy season and a dry season. (B) October has the highest average precipitation. (C) Precipitation does not change much from month to month in Atlanta.\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\nChoice \"Atlanta has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has rain, and there is no dry season.\nChoice \"October has the highest average precipitation.\" is incorrect.\nMost other months have a slightly higher average precipitation than October. The answer is C." + } + ] + }, + { + "id": "15938", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Michelle acquired this trait?\nContext: Read the description of a trait.\nMichelle knows how to fly a plane.\nOptions: (A) Michelle can fly a plane on cloudy days and at night. (B) Michelle is in the Air Force. She flies a plane almost every day. (C) A pilot taught Michelle how to fly a plane." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "15943", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nacademy - apparent\nContext: N/A\nOptions: (A) affair (B) aviator" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince affair is between the guide words academy - apparent, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "15950", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nSally is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.\nContext: N/A\nOptions: (A) complex (B) simple (C) compound (D) compound-complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nSally is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. The answer is D." + } + ] + }, + { + "id": "15956", + "image": "15956\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is B." + } + ] + }, + { + "id": "15958", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the sled's mass did not change.\nThe gravitational potential energy stored between the sled and Earth () as Rita rode down the hill.\nContext: Read the text about an object in motion.\nOn a snowy day, Rita rode her sled down a big hill.\nOptions: (A) decreased (B) increased (C) stayed the same" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Rita started sledding. As Rita rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Rita rode down the hill. The answer is A." + } + ] + }, + { + "id": "15960", + "image": "15960\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is C." + } + ] + }, + { + "id": "15967", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a paper drinking cup?\nContext: Select the better estimate.\nOptions: (A) 115 liters (B) 115 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a paper drinking cup is 115 milliliters.\n115 liters is too much. The answer is B." + } + ] + }, + { + "id": "15971", + "image": "15971\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Ben's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBen put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Ben checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume? (B) Do steel nails take fewer days to rust in water compared to vinegar?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "15976", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAs Matthew sat down on the rickety old chair, it abruptly collapsed beneath him.\nContext: N/A\nOptions: (A) simple (B) complex (C) compound (D) compound-complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Matthew sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B." + } + ] + }, + { + "id": "15978", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 5-kilogram brick at a temperature of 385\u00b0F (B) a 5-kilogram brick at a temperature of 390\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two bricks have the same mass but different temperatures. Since the 385\u00b0F brick is colder than the 390\u00b0F brick, it has less thermal energy. The answer is A." + } + ] + }, + { + "id": "15981", + "image": "15981\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Illinois?\nContext: N/A\nOptions: (A) Louisville (B) Springfield (C) Phoenix (D) Chicago\n" + }, + { + "from": "gpt", + "value": "Springfield is the capital of Illinois. The answer is B." + } + ] + }, + { + "id": "15983", + "image": "15983\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which number marks the New England Colonies?\nContext: The map below shows the Thirteen Colonies in 1750.\nOptions: (A) 1 (B) 3 (C) 2\n" + }, + { + "from": "gpt", + "value": "The area that became Vermont was never a colony of its own. The answer is A." + } + ] + }, + { + "id": "15984", + "conversations": [ + { + "from": "human", + "value": "Which is smoother?\nContext: N/A\nOptions: (A) plastic bucket (B) burlap sack" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Smooth is a property. A smooth material is not rough or bumpy.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the plastic bucket is smoother. If you touch a plastic bucket like this one, it will not feel rough. The answer is A." + } + ] + }, + { + "id": "16002", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Joseph investigate with an experiment?\nContext: Joseph mixes oil and vinegar to make salad dressing. He notices that after a few minutes, the oil and vinegar separate. He wonders what factors affect how quickly liquids separate. So, he decides to design an experiment. He has the following supplies available:\nthree glass bottles\nolive oil\nvegetable oil\nvinegar\ncold water\nOptions: (A) Does vegetable oil separate faster when stirred together with cold water or with hot water? (B) Does vegetable oil separate faster when stirred together with vinegar or with water? (C) Does vinegar separate faster when stirred together with olive oil or with coconut oil?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "16004", + "conversations": [ + { + "from": "human", + "value": "Which change better matches the sentence?\nLava comes out from below Earth's surface.\nContext: N/A\nOptions: (A) wildfire (B) volcanic eruption" + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "16010", + "image": "16010\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) Salem (B) Sacramento (C) Los Angeles (D) Tallahassee\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is B." + } + ] + }, + { + "id": "16011", + "image": "16011\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is younger? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) ginkgo leaf (B) insect\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe insect fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the insect fossil is most likely younger than the ginkgo leaf fossil. The answer is B." + } + ] + }, + { + "id": "16012", + "image": "16012\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Jamaica (B) Grenada (C) the Dominican Republic (D) Saint Vincent and the Grenadines\n" + }, + { + "from": "gpt", + "value": "This country is Saint Vincent and the Grenadines. The answer is D." + } + ] + }, + { + "id": "16015", + "conversations": [ + { + "from": "human", + "value": "Would you find the word hole on a dictionary page with the following guide words?\nhello - hire\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince hole is not between the guide words hello - hire, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "16016", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nAbout half of the days each year are partly cloudy in Honolulu, Hawaii.\nContext: N/A\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nAbout half of the days each year are partly cloudy in Honolulu, Hawaii.\nThis passage tells you about the usual pattern of clouds in Honolulu. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "16025", + "conversations": [ + { + "from": "human", + "value": "Select the invertebrate.\nContext: Hint: Insects, spiders, and worms are invertebrates.\nOptions: (A) cockatoo (B) whiptail lizard (C) cricket (D) minnow" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A whiptail lizard is a reptile. Like other reptiles, a whiptail lizard is a vertebrate. It has a backbone.\nA cockatoo is a bird. Like other birds, a cockatoo is a vertebrate. It has a backbone.\nA minnow is a fish. Like other fish, a minnow is a vertebrate. It has a backbone.\nA cricket is an insect. Like other insects, a cricket is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C." + } + ] + }, + { + "id": "16026", + "image": "16026\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) North Carolina (B) Ohio (C) New Hampshire (D) Arizona\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arizona is farthest west. The answer is D." + } + ] + }, + { + "id": "16027", + "image": "16027\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following statements describess living in an independent city-state?\nContext: Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.\nOptions: (A) I live by myself in the wilderness. (B) My city rules itself and is not part of a larger country. (C) I vote for a president that rules over many different cities. (D) All the decisions about my city are made by a faraway emperor.\n" + }, + { + "from": "gpt", + "value": "Look at the definitions.\nPutting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.\nThe ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word \"polis\" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland. The answer is B." + } + ] + }, + { + "id": "16035", + "image": "16035\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is an arrowhead a solid or a liquid?\nContext: N/A\nOptions: (A) a solid (B) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. An arrowhead is a solid. A solid has a size and shape of its own.\nAn arrowhead is made of rock. The answer is A." + } + ] + }, + { + "id": "16042", + "image": "16042\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Carolina?\nContext: N/A\nOptions: (A) Tallahassee (B) Plymouth (C) Charlotte (D) Raleigh\n" + }, + { + "from": "gpt", + "value": "Raleigh is the capital of North Carolina. The answer is D." + } + ] + }, + { + "id": "16045", + "image": "16045\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Orlando (B) Laramie (C) Salt Lake City (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is D." + } + ] + }, + { + "id": "16046", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nDoes Lila prefer pizza or pasta?\nContext: N/A\nOptions: (A) declarative (B) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence asks something, and it ends with a question mark. It is an interrogative sentence. The answer is B." + } + ] + }, + { + "id": "16048", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Becky investigate with an experiment?\nContext: Becky is outside with her friend on a sunny day. Becky is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:\na black cotton shirt\na white cotton shirt\ntwo identical empty glass jars\ntwo thermometers\nOptions: (A) When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt? (B) When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more? (C) When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "16049", + "image": "16049\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of force from the boy moves the cart forward?\nContext: A boy shops for food. He applies a force to a shopping cart to move it forward.\nOptions: (A) pull (B) push\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The boy applies a force to the shopping cart to move it forward. The direction of this force is away from the boy. This force is a push. The answer is B." + } + ] + }, + { + "id": "16050", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Shelby acquired this trait?\nContext: Read the description of a trait.\nShelby knows a lot about biology.\nOptions: (A) Shelby learned biology by reading, observing, and experimenting. (B) Shelby is most interested in human biology." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "16057", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\n\"Deb is such a Pollyanna!\" Kendrick announced with a sigh.\nContext: N/A\nOptions: (A) literature (B) British history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Pollyanna is literature.\nThe character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.\nThe allusion Pollyanna means an overly optimistic person. The answer is A." + } + ] + }, + { + "id": "16063", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Henry acquired this trait?\nContext: Read the description of a trait.\nHenry speaks two languages.\nOptions: (A) Henry learned to speak two languages in school. (B) Henry's mother speaks one language." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "16067", + "image": "16067\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Krysta and Malik trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKrysta and Malik open their lunch boxes in the school cafeteria. Neither Krysta nor Malik got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nKrysta's lunch Malik's lunch\nOptions: (A) Malik can trade his almonds for Krysta's tomatoes. (B) Krysta can trade her tomatoes for Malik's carrots. (C) Malik can trade his broccoli for Krysta's oranges. (D) Krysta can trade her tomatoes for Malik's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nKrysta wants broccoli. Malik wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "16069", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) The Indian town of Cherrapunji gets a lot of rain every year. (B) Cherrapunji, India, receives nearly 460 inches of rain each year." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses overly simple or imprecise language (gets, a lot of).\nThe second sentence uses more precise language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "16106", + "image": "16106\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Gobi Desert ecosystem?\nContext: Figure: Gobi Desert.\nThe Gobi Desert is a cold desert ecosystem in northern China and southern Mongolia.\nOptions: (A) It has long, cold winters. It also has a small amount of rain or snow. (B) It has warm, wet summers. It also has long, cold winters.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Gobi Desert has long, cold winters. It also has a small amount of rain or snow. The answer is A." + } + ] + }, + { + "id": "16113", + "image": "16113\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the map, which of the following areas did the Mongol Empire control?\nContext: The Mongol Empire controlled most of Asia and some parts of Eastern Europe from around 1210 to 1375. Look at the map of the Mongol Empire. Then answer the question below.\nOptions: (A) South Asia (B) Southeast Asia (C) the Middle East\n" + }, + { + "from": "gpt", + "value": "Look back at the map. The labels on the map show the name of each region. The shaded area shows the territory controlled by the Mongol Empire.\nThe map shows that the Mongol Empire controlled many parts of Central Asia, East Asia, the Middle East, and Siberia.\nThe Mongol Empire did not control Southeast Asia or South Asia. The answer is C." + } + ] + }, + { + "id": "16115", + "image": "16115\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) North America (B) Africa (C) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Asia. The answer is C." + } + ] + }, + { + "id": "16118", + "image": "16118\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oregon?\nContext: N/A\nOptions: (A) Portland (B) Harrisburg (C) Salem (D) Carson City\n" + }, + { + "from": "gpt", + "value": "Salem is the capital of Oregon. The answer is C." + } + ] + }, + { + "id": "16119", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) McKinney Electronics has a reputation for responding real quick to customer concerns and questions. (B) McKinney Electronics has a reputation for responding quickly to all customer concerns and questions." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "16122", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nsilver - strait\nContext: N/A\nOptions: (A) soil (B) swap" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince soil is between the guide words silver - strait, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "16126", + "image": "16126\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the text, how are fruit bats different from most other animals?\nContext: Read the text about bats.\nSeveral kinds of animals \"talk\" to one another in the wild. Dolphins whistle, birds sing, and wolves howl. In recent years, researchers have paid more attention to animal \"languages,\" and they have made some surprising discoveries. Egyptian fruit bats, for example, have a very complex way of talking to one another. In fact, they are one of the few animals that direct their calls to another individual. Most animals make calls to their entire group. Bats can also share more complex information than other animals. This is because they have special sounds to communicate specific issues.\nResearchers at Tel Aviv University in Israel wanted to learn more about what bats are really saying to one another. First, scientist Yossi Yovel and his team recorded sound and video of twenty-two bats. Fifteen thousand bat calls were collected over a period of seventy-five days. Then, the researchers tried to match each bat call with a behavior. They used special software to help them tell different bat calls apart and decipher the bats' messages.\nWhat Yovel and his team found was astonishing. Egyptian fruit bats are not just making squeaky noises; they are expressing very distinct concerns. One type of call means the bats are arguing over food. Another type of call means the bats are figuring out where they are going to sleep. A third call is used when one bat has gotten too close to another.\nThe researchers made another startling discovery. A bat can alter the sound of its call when addressing different members of the group. This is similar to how humans may use a different tone of voice when speaking to different people. It turns out that bats use language as a way to communicate their needs to each other, almost like humans do.\nOptions: (A) They can communicate with many kinds of animals. (B) They can communicate about specific problems. (C) They can understand some human speech.\n" + }, + { + "from": "gpt", + "value": "These are two ways in which fruit bats are different from most other animals:\nThey can \"talk\" directly to one other fruit bat.\nThe first paragraph states that Egyptian fruit bats are one of the few species that will direct calls to another individual.\nThey can communicate about specific problems.\nThe first paragraph also states that bats have special sounds for talking about specific issues.\nThese things are not stated in the text:\nThey can communicate with many kinds of animals.\nThey can understand some human speech. The answer is B." + } + ] + }, + { + "id": "16127", + "image": "16127\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Massachusetts?\nContext: N/A\nOptions: (A) Helena (B) Cambridge (C) Plymouth (D) Boston\n" + }, + { + "from": "gpt", + "value": "Boston is the capital of Massachusetts. The answer is D." + } + ] + }, + { + "id": "16139", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\n\"There's nothing I love more than skipping lunch,\" Mr. Fowler told the flight attendant when he learned that no food would be available on his cross-country flight.\nContext: N/A\nOptions: (A) verbal irony (B) allusion" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nNothing I love more shows verbal irony because Mr. Fowler is probably upset that there isn't anything to eat. The answer is A." + } + ] + }, + { + "id": "16141", + "image": "16141\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) Samoa (C) Australia (D) the Federated States of Micronesia\n" + }, + { + "from": "gpt", + "value": "This country is the Federated States of Micronesia. The answer is D." + } + ] + }, + { + "id": "16145", + "image": "16145\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) Georgia (B) North Dakota (C) Oklahoma (D) Louisiana\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east. The answer is A." + } + ] + }, + { + "id": "16147", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Chase inherited this trait?\nContext: Read the description of a trait.\nChase has pale skin.\nOptions: (A) Chase and his father both have dark hair. (B) Chase's parents have pale skin. They passed down this trait to Chase." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "16156", + "conversations": [ + { + "from": "human", + "value": "Which is a complex sentence?\nContext: N/A\nOptions: (A) Deion was playing the piano in the living room when Dad called him for dinner. (B) Madison Chock and Gracie Gold were two American figure skaters in the Sochi 2014 Olympics." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction when.\nDeion was playing the piano in the living room when Dad called him for dinner. The answer is A." + } + ] + }, + { + "id": "16162", + "image": "16162\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) soft (B) bouncy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The towel is not bouncy.\nA soft object changes shape when pressed or squeezed. The towel is soft. The answer is A." + } + ] + }, + { + "id": "16169", + "image": "16169\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the great gray owl.\nContext: This organism is a great gray owl. Its scientific name is Strix nebulosa.\nOptions: (A) Cyanocitta stelleri (B) Strix aluco (C) Cyanocitta cristata\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.\nCyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Strix nebulosa are not in the same genus.\nStrix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Strix nebulosa are in the same genus.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Strix nebulosa are not in the same genus. The answer is B." + } + ] + }, + { + "id": "16180", + "image": "16180\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 1. (B) The magnetic force is weaker in Pair 2. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "16182", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Zuri's phenotype for the coat pattern trait?\nContext: In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a spotted coat (A) is dominant over the allele for a black coat (a).\nZuri is a leopard from this group. Zuri has the heterozygous genotype Aa for the coat pattern gene.\nOptions: (A) a spotted coat (B) a black coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Zuri's phenotype for the coat pattern trait. First, consider the alleles in Zuri's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for a spotted coat (A) is dominant over the allele for a black coat (a). This means A is a dominant allele, and a is a recessive allele.\nZuri's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Zuri's phenotype for the coat pattern trait must be a spotted coat. The answer is A." + } + ] + }, + { + "id": "16183", + "image": "16183\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is older? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) insect (B) ginkgo leaf\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe ginkgo leaf fossil is in a deeper layer in the rock sequence than the insect fossil. So, the ginkgo leaf fossil is most likely older than the insect fossil. The answer is B." + } + ] + }, + { + "id": "16186", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) an orange at a temperature of 64\u00b0F (B) an orange at a temperature of 57\u00b0F (C) an orange at a temperature of 68\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three oranges have the same mass but different temperatures. Since the 68\u00b0F orange is the hottest, it has the most thermal energy. The answer is C." + } + ] + }, + { + "id": "16193", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a small beach bucket?\nContext: Select the best estimate.\nOptions: (A) 5 cups (B) 5 fluid ounces (C) 5 gallons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a small beach bucket is 5 cups.\n5 fluid ounces is too little and 5 gallons is too much. The answer is A." + } + ] + }, + { + "id": "16196", + "image": "16196\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: Golden dart frogs have poisonous glands in their brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: golden dart frog.\nOptions: (A) lichen katydid (B) sharpnose-puffer\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the golden dart frog.\nThe golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators. The answer is B." + } + ] + }, + { + "id": "16199", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nMr. Sharma gave a lecture on water conservation, during which he stressed the importance of not watering lawns during a drought.\nContext: N/A\nOptions: (A) interrogative (B) exclamatory (C) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is C." + } + ] + }, + { + "id": "16203", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) pail (B) fine (C) nine" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words fine and nine rhyme. They both end with the ine sound.\nThe word pail does not rhyme. It ends with a different sound. The answer is A." + } + ] + }, + { + "id": "16209", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the sailboat's motion?\nContext: A sailboat is speeding up as a gust of wind catches the sail.\nOptions: (A) The sailboat is accelerating. (B) The sailboat has a constant velocity." + }, + { + "from": "gpt", + "value": "An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction. The sailboat is speeding up. So, the sailboat is accelerating. The answer is A." + } + ] + }, + { + "id": "16213", + "image": "16213\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "16219", + "image": "16219\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food chain, the katydid is a primary consumer. Why?\nContext: This diagram shows a food chain from a grassland ecosystem in Wyoming.\nOptions: (A) It eats a primary consumer. (B) It makes its own food. (C) It eats a producer.\n" + }, + { + "from": "gpt", + "value": "Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer! In this food chain, the katydid is a primary consumer because it eats a producer. The producer in this food chain is the slender wheatgrass. The answer is C." + } + ] + }, + { + "id": "16221", + "image": "16221\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is greater in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "16223", + "image": "16223\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a Labrador retriever produced by this cross will have brown fur?\nContext: In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for black fur (F) is dominant over the allele for brown fur (f).\nThis Punnett square shows a cross between two Labrador retrievers.\nOptions: (A) 4/4 (B) 2/4 (C) 0/4 (D) 3/4 (E) 1/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is C." + } + ] + }, + { + "id": "16235", + "conversations": [ + { + "from": "human", + "value": "What does the metaphor in this text suggest?\nAmanda felt a roller coaster of emotions when she heard the news.\nContext: N/A\nOptions: (A) Amanda felt delighted about the news. (B) Amanda had varied feelings." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town. The text uses a metaphor, comparing two things that are not actually alike without using like or as.\nThe metaphor Amanda felt a roller coaster of emotions suggests that Amanda had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Amanda's feelings. The answer is B." + } + ] + }, + { + "id": "16240", + "image": "16240\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is the main persuasive appeal used in this ad?\nContext: N/A\nOptions: (A) ethos (character) (B) logos (reason) (C) pathos (emotion)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to logos, or reason. It uses a specific point of comparison (the amount of iron in one ounce). The answer is B." + } + ] + }, + { + "id": "16242", + "image": "16242\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is plagioclase a mineral?\nContext: Plagioclase has the following properties:\nfound in nature\nsolid\nnot made by living things\npure substance\nfixed crystal structure\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Plagioclase has all the properties of a mineral. So, plagioclase is a mineral. The answer is B." + } + ] + }, + { + "id": "16243", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Avocado trees have green leaves. (B) Cobras eat small animals." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A cobra is an animal. It eats small animals.\nCobras can live to be 20 years old.\nAn avocado tree is a plant. It has green leaves.\nEach avocado has one large seed inside. The answer is B." + } + ] + }, + { + "id": "16245", + "image": "16245\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maryland (B) Massachusetts (C) Illinois (D) Connecticut\n" + }, + { + "from": "gpt", + "value": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is B." + } + ] + }, + { + "id": "16246", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Skip's phenotype for the horns trait?\nContext: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).\nSkip is a cow from this group. Skip has the heterozygous genotype Hh for the horns gene.\nOptions: (A) not having horns (B) having horns" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Skip's phenotype for the horns trait. First, consider the alleles in Skip's genotype for the horns gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.\nSkip's genotype of Hh has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Skip's phenotype for the horns trait must be not having horns. The answer is A." + } + ] + }, + { + "id": "16252", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nDid you really vote for Jaden as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million?\nContext: N/A\nOptions: (A) hasty generalization: a very broad claim based on very little evidence (B) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Jaden can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jaden can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association. The answer is B." + } + ] + }, + { + "id": "16253", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nDustin's room is as tidy as an overgrown garden.\nContext: N/A\nOptions: (A) onomatopoeia (B) verbal irony" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs tidy as an overgrown garden shows verbal irony because an overgrown garden is not tidy. The answer is B." + } + ] + }, + { + "id": "16276", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can David investigate with an experiment?\nContext: David went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, David was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:\nthe hair on his own head\na cotton blanket\na wooden door\nfive rubber balloons\nOptions: (A) Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair? (B) Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair? (C) Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "16279", + "image": "16279\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Rhode Island?\nContext: N/A\nOptions: (A) Hartford (B) Newport (C) Providence (D) Tulsa\n" + }, + { + "from": "gpt", + "value": "Providence is the capital of Rhode Island. The answer is C." + } + ] + }, + { + "id": "16293", + "image": "16293\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Atlantic Ocean (B) the Indian Ocean (C) the Arctic Ocean (D) the Pacific Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is A." + } + ] + }, + { + "id": "16297", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this fish's phenotype for the body color trait?\nContext: In a group of Nile tilapia fish, some individuals have a greenish-brown body and others have a pink body. In this group, the gene for the body color trait has two alleles. The allele for a pink body (b) is recessive to the allele for a greenish-brown body (B).\nA certain Nile tilapia fish from this group has the homozygous genotype bb for the body color gene.\nOptions: (A) a greenish-brown body (B) a pink body" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The Nile tilapia fish's genotype for the body color gene is bb. The Nile tilapia fish's genotype of bb has only b alleles. The b allele is for a pink body. So, the Nile tilapia fish's phenotype for the body color trait must be a pink body.\nTo check this answer, consider whether the Nile tilapia fish's alleles are dominant or recessive. The allele for a pink body (b) is recessive to the allele for a greenish-brown body (B). This means B is a dominant allele, and b is a recessive allele.\nThe Nile tilapia fish's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the Nile tilapia fish's phenotype for the body color trait must be a pink body. The answer is B." + } + ] + }, + { + "id": "16301", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Daffodil's phenotype for the horns trait?\nContext: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).\nDaffodil is a cow from this group. Daffodil has the homozygous genotype hh for the horns gene.\nOptions: (A) not having horns (B) having horns" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Daffodil's genotype for the horns gene is hh. Daffodil's genotype of hh has only h alleles. The h allele is for having horns. So, Daffodil's phenotype for the horns trait must be having horns.\nTo check this answer, consider whether Daffodil's alleles are dominant or recessive. The allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.\nDaffodil's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Daffodil's phenotype for the horns trait must be having horns. The answer is B." + } + ] + }, + { + "id": "16304", + "image": "16304\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is eclogite a mineral?\nContext: Eclogite has the following properties:\nsolid\nnaturally occurring\nnot made by organisms\nnot a pure substance\nno fixed crystal structure\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Eclogite does not have all the properties of a mineral. So, eclogite is not a mineral. The answer is A." + } + ] + }, + { + "id": "16315", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) During Homecoming Weekend, everyone is invited to come to a fancy dinner and other events at the college. (B) During Homecoming Weekend, former students are invited to attend a banquet and other events at the college." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses overly simple or imprecise language (everyone, come to).\nThe first sentence uses more precise language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "16319", + "image": "16319\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: London.\nIt was snowing in London on January 1, 1969.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIt was snowing in London on January 1, 1969.\nThis passage tells you about the snowfall in London on January 1, 1969. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "16325", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this pea plant's phenotype for the pea color trait?\nContext: In a group of pea plants, some individuals have yellow peas and others have green peas. In this group, the gene for the pea color trait has two alleles. The allele E is for yellow peas, and the allele e is for green peas.\nA certain pea plant from this group has green peas. This plant has two alleles for green peas.\nOptions: (A) green peas (B) ee" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the pea color trait is green peas. So, the plant's phenotype for the pea color trait is green peas. The answer is A." + } + ] + }, + { + "id": "16326", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nWhen Sally first joined the track team, she was afraid of jumping, but she got over that hurdle.\nContext: N/A\nOptions: (A) verbal irony (B) pun" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over. The answer is B." + } + ] + }, + { + "id": "16327", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) \"This morning, the newspaper said that Lucy Morton won the mayoral election in Allenville,\" Josh remarked to his sister. (B) \"This morning, it said that Lucy Morton won the mayoral election in Allenville,\" Josh remarked to his sister." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.\n\"This morning, the newspaper said that Lucy Morton won the mayoral election in Allenville,\" Josh remarked to his sister. The answer is B." + } + ] + }, + { + "id": "16338", + "conversations": [ + { + "from": "human", + "value": "Which would stretch the most?\nContext: N/A\nOptions: (A) glass bottle (B) rubber balloons (C) diamond" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the rubber balloons would stretch the most. If you pull on a rubber balloon, it will get longer. The answer is B." + } + ] + }, + { + "id": "16339", + "image": "16339\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following is better evidence that the train's kinetic energy changed?\nContext: There are many types of energy. One type is kinetic energy, which is the energy an object has when it is moving.\nRead the passage about the start of a roller coaster ride and think about the kinetic energy of the roller coaster train.\nAt an amusement park, a group of riders boarded a roller coaster train and sat down.\nOnce everyone was safely in their seats, the ride operator flipped a switch, and electricity flowed to a motor below the track. The motor pulled the train forward and out of the station.\nOptions: (A) The train was stopped, and then it began to move forward and away from the station. (B) Electricity started flowing to the motor when the ride operator flipped the switch.\n" + }, + { + "from": "gpt", + "value": "The kinetic energy of an object depends on the object's speed. So, a change in the train's speed is evidence of a change in the train's kinetic energy.\nThis statement shows that the speed of the train changed:\nThe train was stopped, and then it began to move forward and away from the station.\nThis statement does not show that the speed of the train changed:\nElectricity started flowing to the motor when the ride operator flipped the switch. The answer is A." + } + ] + }, + { + "id": "16340", + "image": "16340\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Rick and Felix trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRick and Felix open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Rick wanted broccoli in his lunch and Felix was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Rick can trade his tomatoes for Felix's broccoli. (B) Rick can trade his tomatoes for Felix's sandwich. (C) Felix can trade his broccoli for Rick's oranges. (D) Felix can trade his almonds for Rick's tomatoes.\n" + }, + { + "from": "gpt", + "value": "Rick wanted broccoli in his lunch and Felix was hoping for tomatoes. Look at the labeled part of the images.\nRick has tomatoes. Felix has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is A." + } + ] + }, + { + "id": "16347", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Blaze's phenotype for the horns trait?\nContext: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for not having horns (H) is dominant over the allele for having horns (h).\nBlaze is a cow from this group. Blaze has the homozygous genotype hh for the horns gene.\nOptions: (A) not having horns (B) having horns" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Blaze's genotype for the horns gene is hh. Blaze's genotype of hh has only h alleles. The h allele is for having horns. So, Blaze's phenotype for the horns trait must be having horns.\nTo check this answer, consider whether Blaze's alleles are dominant or recessive. The allele for not having horns (H) is dominant over the allele for having horns (h). This means H is a dominant allele, and h is a recessive allele.\nBlaze's genotype of hh has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Blaze's phenotype for the horns trait must be having horns. The answer is B." + } + ] + }, + { + "id": "16348", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a bowl of ice cream?\nContext: Select the better estimate.\nOptions: (A) 35\u00b0F (B) 35\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a bowl of ice cream is 35\u00b0F.\n35\u00b0C is too hot. The answer is A." + } + ] + }, + { + "id": "16356", + "image": "16356\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) West Virginia (B) New Hampshire (C) Massachusetts (D) New Jersey\n" + }, + { + "from": "gpt", + "value": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is C." + } + ] + }, + { + "id": "16366", + "image": "16366\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's legs are also adapted for wading?\nContext: s live in the marshes of Europe and Asia. They eat insects, snails, and worms that live in shallow water. Spoonbills often hunt their prey by walking through water, or wading.\nThe spoonbill's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: Eurasian spoonbill.\nOptions: (A) shoebill (B) satin bowerbird\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the Eurasian spoonbill.\nLong legs help the Eurasian spoonbill keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe shoebill has long, thin legs. Its legs are adapted for wading.\nThe satin bowerbird has short legs. Its legs are not adapted for wading. The satin bowerbird uses its legs to walk and perch. The answer is A." + } + ] + }, + { + "id": "16372", + "image": "16372\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the reptile below.\nContext: Reptiles have scaly, waterproof skin. Most reptiles live on land. A box turtle is an example of a reptile.\nOptions: (A) Hermann's tortoise (B) gray wolf\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell. The answer is A." + } + ] + }, + { + "id": "16374", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Mandy didn't enter student politics until her junior year. (B) Mandy did not enter student politics until her junior year." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses a contraction (didn't).\nThe first sentence does not use a contraction, so it is more formal. The answer is B." + } + ] + }, + { + "id": "16379", + "image": "16379\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Dominican Republic (B) Grenada (C) Dominica (D) Haiti\n" + }, + { + "from": "gpt", + "value": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is A." + } + ] + }, + { + "id": "16380", + "image": "16380\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this door made of?\nContext: N/A\nOptions: (A) wool (B) metal\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the door.\nThis door is made of two different materials. The body of the door is made of wood. The door knob is made of metal.\nNot all doors are made of wood. The body of a door can be made of metal or even glass. The answer is B." + } + ] + }, + { + "id": "16384", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word terribly in its traditional sense?\nContext: N/A\nOptions: (A) Nick shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent. (B) Nick shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses terribly in its traditional sense: in a terrible manner.\nNick shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.\nThe second text uses terribly in its nontraditional sense: extremely; very.\nNick shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.\nMost style guides recommend to use the traditional sense of the word terribly because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "16387", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) best wishes,\nNick (B) Best wishes,\nNick" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "16395", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nDid Dalton vote for Sofia for school president, or does he hate her for some reason?\nContext: N/A\nOptions: (A) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (B) false dichotomy: an argument that presents only two choices when more options exist (C) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Dalton either voted for Sofia or he hates her. However, Dalton could have voted for someone he considers a better candidate while still liking Sofia. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B." + } + ] + }, + { + "id": "16396", + "conversations": [ + { + "from": "human", + "value": "Choose the poem that uses end rhyme.\nContext: From Hilda Conkling, \"The Champlain Sandman\" and from Christina Rossetti, \"Caterpillar\"\nOptions: (A) Brown and furry\nCaterpillar in a hurry,\nTake your walk\nTo the shady leaf, or stalk,\nOr what not,\nWhich may be the chosen spot. (B) The Sandman comes pattering across the Bay:\nHis hair is silver,\nHis footstep soft.\nThe moon shines on his silver hair,\nOn his quick feet." + }, + { + "from": "gpt", + "value": "Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\" This poem uses end rhyme. Its rhymes come at the end of its lines.\nWhich may be the chosen spot. The answer is A." + } + ] + }, + { + "id": "16402", + "conversations": [ + { + "from": "human", + "value": "Would you find the word strife on a dictionary page with the following guide words?\nsold - swell\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince strife is between the guide words sold - swell, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "16410", + "image": "16410\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Missouri?\nContext: N/A\nOptions: (A) Kansas City (B) Saint Louis (C) Jefferson City (D) Richmond\n" + }, + { + "from": "gpt", + "value": "Jefferson City is the capital of Missouri. The answer is C." + } + ] + }, + { + "id": "16419", + "image": "16419\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Haley and Elijah's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nHaley applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Elijah timed each ride. Haley and Elijah calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.\nOptions: (A) Does Haley's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax? (B) Does Haley's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "16421", + "conversations": [ + { + "from": "human", + "value": "How long is the Amazon River?\nContext: Select the best estimate.\nOptions: (A) 4,000 feet (B) 4,000 yards (C) 4,000 miles (D) 4,000 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of the Amazon River is 4,000 miles.\n4,000 inches, 4,000 feet, and 4,000 yards are all too short. The answer is C." + } + ] + }, + { + "id": "16422", + "conversations": [ + { + "from": "human", + "value": "How long does it take for a pot of water to start boiling on a hot stove?\nContext: Select the better estimate.\nOptions: (A) 10 hours (B) 10 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes for a pot of water to start boiling on a hot stove is 10 minutes.\n10 hours is too slow. The answer is B." + } + ] + }, + { + "id": "16424", + "image": "16424\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Joy's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJoy was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Joy wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Joy put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.\nOptions: (A) if the blade guards would break in a crash (B) how much the drone weighed with the blade guards (C) if adding the blade guards made the drone fly poorly\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "16432", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) ladybug (B) moon jellyfish (C) greater flamingo (D) fly" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A greater flamingo is a bird. Like other birds, a greater flamingo is a vertebrate. It has a backbone.\nLike other jellyfishes, a moon jellyfish is an invertebrate. It does not have a backbone. It has a soft body.\nA ladybug is an insect. Like other insects, a ladybug is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA fly is an insect. Like other insects, a fly is an invertebrate. It does not have a backbone. It has an exoskeleton. The answer is C." + } + ] + }, + { + "id": "16434", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Carly investigate with an experiment?\nContext: Carly leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:\ntwo identical glass jars\ntwo jar lids\ntap water\na measuring cup\ntwo thermometers\nOptions: (A) When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer? (B) Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun? (C) When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "16436", + "image": "16436\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this hat made of?\nContext: N/A\nOptions: (A) wool (B) wood\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the hat.\nThe hat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes. The answer is A." + } + ] + }, + { + "id": "16437", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nThe Gullah Geechee Heritage Corridor, which stretches from the Cape Fear River in North Carolina to the St. John's River in Florida, was established by Congress to recognize and preserve the cultural and historical contributions of the descendants of the West African slaves brought to the United States around the 1700s.\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nThe Gullah Geechee Heritage Corridor, which stretches from the Cape Fear River in North Carolina to the St. John's River in Florida, was established by Congress to recognize and preserve the cultural and historical contributions of the descendants of the West African slaves brought to the United States around the 1700 s. The answer is A." + } + ] + }, + { + "id": "16440", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nTables and chairs had been knocked over and the floor was strewn with cups and plates as if in the wake of a recent Saturnalia.\nContext: N/A\nOptions: (A) a poem (B) Roman history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Saturnalia is Roman history.\nAncient Romans celebrated Saturn, the god of agriculture, each December during a weeklong period of uninhibited revelry.\nThe allusion Saturnalia means an indulgent festival. The answer is B." + } + ] + }, + { + "id": "16444", + "image": "16444\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month has the lowest average precipitation in London?\nContext: Use the graph to answer the question below.\nOptions: (A) November (B) July (C) February\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 45 millimeters. This is lower than in any other month. So, July has the lowest average precipitation. The answer is B." + } + ] + }, + { + "id": "16446", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nBrian plays basketball.\nContext: Hint: Playing basketball takes practice.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait. The answer is A." + } + ] + }, + { + "id": "16456", + "image": "16456\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) neither; the samples have the same temperature (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "16459", + "image": "16459\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Pennsylvania (B) New Jersey (C) New York (D) Maryland\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is A." + } + ] + }, + { + "id": "16469", + "image": "16469\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe word \"antebellum\" means ().\nContext: The time period in United States history between 1820 and 1861 is often called the antebellum period. During the antebellum period, the North and South became more divided. In the following questions, you learn more about the changes that happened during the antebellum period.\nThe following table shows other words that use the Latin root words ante and bellum. Look at the table. Then complete the text below.\nOptions: (A) after the long peace (B) before the war (C) after the election (D) before the feast\n" + }, + { + "from": "gpt", + "value": "Look at the underlined parts of the table.\nAll the words that use the root \"ante\" mean to come before something else. So, the root ante means \"before.\"\nAll the words that use the root \"bellum\" mean to fight or cause war.So, the root bellum means \"war.\"\nSo, the word \"antebellum\" means \"before the war.\" The antebellum period is named for the war that followed it: the Civil War. The answer is B." + } + ] + }, + { + "id": "16470", + "image": "16470\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the great egret.\nContext: This organism is a great egret. Its scientific name is Ardea alba.\nOptions: (A) Tyto alba (B) Caprimulgus europaeus (C) Ardea alba\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.\nThis organism and the great egret are in the same genus and the same species! Both organisms have the same scientific name, Ardea alba.\nCaprimulgus europaeus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus europaeus and Ardea alba are not in the same genus.\nTyto alba and Ardea alba are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea. The answer is C." + } + ] + }, + { + "id": "16471", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a salt shaker?\nContext: Select the better estimate.\nOptions: (A) 45 milliliters (B) 45 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a salt shaker is 45 milliliters.\n45 liters is too much. The answer is A." + } + ] + }, + { + "id": "16476", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a bowl of soup?\nContext: Select the better estimate.\nOptions: (A) 285 liters (B) 285 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bowl of soup is 285 milliliters.\n285 liters is too much. The answer is B." + } + ] + }, + { + "id": "16477", + "image": "16477\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe Thingvellir Rift Valley formed at a () boundary.\nContext: Read the passage and look at the picture.\nIn Iceland, parts of the Mid-Atlantic Ridge are above sea level. The Thingvellir Rift Valley is one example. This rift valley began to form as the North American Plate and the Eurasian Plate moved away from each other. In this picture, you can see the gap that formed during a major plate movement along the rift. Gaps such as this form when the two plates move apart, creating a large crack in the crust. The last time this happened in the Thingvellir Rift Valley was in the spring of 1789. Since then, a walking path was built along the rift valley to allow park visitors to walk along the rift.\nOptions: (A) divergent (B) convergent (C) transform\n" + }, + { + "from": "gpt", + "value": "The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nAt a divergent boundary, two plates are moving away from each other.\ndivergent plate boundary\nWhen plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.\nNewer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley. To figure out what type of plate boundary formed the Thingvellir Rift Valley, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nIn Iceland, parts of the Mid-Atlantic Ridge are above sea level. The Thingvellir Rift Valley is one example. This rift valley began to form as the North American Plate and the Eurasian Plate moved away from each other. In this picture, you can see the gap that formed during a major plate movement along the rift. Gaps such as this form when the two plates move apart, creating a large crack in the crust. The last time this happened in the Thingvellir Rift Valley was in the spring of 1789. Since then, a walking path was built along the rift valley to allow park visitors to walk along the rift.\nThe underlined part of the passage explains that the Thingvellir Rift Valley formed as the two plates moved away from each other, or diverged. So, the Thingvellir Rift Valley formed at a divergent boundary. The answer is A." + } + ] + }, + { + "id": "16485", + "conversations": [ + { + "from": "human", + "value": "Which body part lets you think?\nContext: N/A\nOptions: (A) brain (B) muscles (C) heart" + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "16493", + "conversations": [ + { + "from": "human", + "value": "What does the simile in this text suggest?\nNora rubbed coconut oil on her hands, which were like the parched earth during a drought.\nContext: N/A\nOptions: (A) Nora's hands were dry and cracked. (B) Nora was baking something." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night. The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like the parched earth during a drought suggests that Nora's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked. The answer is A." + } + ] + }, + { + "id": "16496", + "conversations": [ + { + "from": "human", + "value": "Would you find the word frame on a dictionary page with the following guide words?\nfeast - foreign\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince frame is not between the guide words feast - foreign, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "16499", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) twin (B) reach (C) beach" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds. The words beach and reach rhyme. They both end with the each sound.\nThe word twin does not rhyme. It ends with a different sound. The answer is A." + } + ] + }, + { + "id": "16501", + "image": "16501\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the continuum scale, about how much heavier are emu eggs than hummingbird eggs?\nContext: This continuum scale compares the average weights of the eggs of several birds.\nOptions: (A) around 60 grams (B) around 600 grams\n" + }, + { + "from": "gpt", + "value": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. A continuum scale compares things by ordering them along a line. This continuum scale compares the average weights of the eggs of several birds.\nHummingbird is shown close to the left end of the scale, labeled 0 g. This tells you that hummingbird eggs weigh close to 0 grams. Emu is shown close to the right end of the scale, labeled 600 g. This tells you that emu eggs weigh close to 600 grams. So, emu eggs are around 600 grams heavier than hummingbird eggs. The answer is B." + } + ] + }, + { + "id": "16505", + "image": "16505\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in the snow?\nContext: es live in the cold Arctic tundra. The is adapted to be camouflaged in the snow.\nFigure: Arctic fox.\nOptions: (A) camel (B) short-tailed weasel\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic fox.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe camel has sand-colored fur covering its skin. It is not adapted to be camouflaged in the snow. The answer is B." + } + ] + }, + { + "id": "16506", + "image": "16506\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Duncan's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDuncan was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Duncan put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.\nOptions: (A) whether a parachute with a 1 m vent would swing too much at 400 km per hour (B) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour (C) how steady a parachute with a 1 m vent was at 200 km per hour\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "16510", + "image": "16510\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) flexible (B) hard (C) scratchy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA scratchy object is rough and itchy against your skin. All three objects are scratchy.\nA flexible object can be folded or bent without breaking easily. The potato sack is flexible, but the log is not.\nA hard object does not change shape when pressed or squeezed. The log is hard, but the potato sack is not.\nThe property that all three objects have in common is scratchy. The answer is C." + } + ] + }, + { + "id": "16522", + "image": "16522\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is Rhizophora mangle made up of many cells?\nContext: This organism is Rhizophora mangle. It is a member of the plant kingdom.\nRhizophora mangle is commonly called a red mangrove. Red mangrove trees grow in or near water. They have strong roots that help prop, or hold, them up. These roots are also aerial, which means that they can grow above the ground. So, the red mangrove roots are called aerial prop roots.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Rhizophora mangle is a plant. Plants are made up of many cells. The answer is A." + } + ] + }, + { + "id": "16528", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nRoman gladiators consumed more calcium than everyday Roman citizens the source of that calcium may have been the ashes of burned plants.\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is a run-on sentence. It is formed from two sentences run together, joined without punctuation.\nRoman gladiators consumed more calcium than everyday Roman citizens the source of that calcium may have been the ashes of burned plants.\nHere is one way to fix the run-on sentence:\nRoman gladiators consumed more calcium than everyday Roman citizens; the source of that calcium may have been the ashes of burned plants. The answer is B." + } + ] + }, + { + "id": "16534", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nChloe submitted her suggestions to Dylan; now the ball is in his court.\nContext: N/A\nOptions: (A) Dylan needs to act next. (B) Dylan has some difficult work to do." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the ball is in his court suggests that Dylan needs to act next. In tennis, when the ball is in a player's court, it is that person's turn. The answer is A." + } + ] + }, + { + "id": "16535", + "image": "16535\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "16536", + "image": "16536\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which months have average temperatures of 30\u00b0C or higher in Dubai?\nContext: Use the graph to answer the question below.\nOptions: (A) January through May (B) May through September (C) July through November\n" + }, + { + "from": "gpt", + "value": "To describe the average temperature trends in Dubai, look at the graph.\nChoice \"May\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in May, June, July, August, and September are all 30\u00b0C or higher. So, May through September have average temperatures of 30\u00b0C or higher. The answer is B." + } + ] + }, + { + "id": "16542", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) mosquito (B) Christmas tree worm (C) moon jellyfish (D) bald eagle" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A mosquito is an insect. Like other insects, a mosquito is an invertebrate. It does not have a backbone. It has an exoskeleton.\nLike other jellyfishes, a moon jellyfish is an invertebrate. It does not have a backbone. It has a soft body.\nA Christmas tree worm is a worm. Like other worms, a Christmas tree worm is an invertebrate. It does not have a backbone. It has a soft body.\nA bald eagle is a bird. Like other birds, a bald eagle is a vertebrate. It has a backbone. The answer is D." + } + ] + }, + { + "id": "16544", + "conversations": [ + { + "from": "human", + "value": "How long is a sunflower seed?\nContext: Select the best estimate.\nOptions: (A) 15 millimeters (B) 15 meters (C) 15 centimeters (D) 15 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a sunflower seed is 15 millimeters.\n15 centimeters, 15 meters, and 15 kilometers are all too long. The answer is A." + } + ] + }, + { + "id": "16546", + "image": "16546\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is A." + } + ] + }, + { + "id": "16557", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nJeremiah campaigned tirelessly in support of his neighbor's bid for elective office.\nContext: N/A\nOptions: (A) exclamatory (B) interrogative (C) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement and ends with a period. It is a declarative sentence. The answer is C." + } + ] + }, + { + "id": "16566", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a pair of boots?\nContext: Select the best estimate.\nOptions: (A) 4 tons (B) 4 pounds (C) 4 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a pair of boots is 4 pounds.\n4 ounces is too light and 4 tons is too heavy. The answer is B." + } + ] + }, + { + "id": "16574", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Captain's phenotype for the cheek color trait?\nContext: In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).\nCaptain is a cockatiel from this group. Captain has the heterozygous genotype Rr for the cheek color gene.\nOptions: (A) bright orange cheeks (B) pale orange cheeks" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Captain's phenotype for the cheek color trait. First, consider the alleles in Captain's genotype for the cheek color gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r). This means R is a dominant allele, and r is a recessive allele.\nCaptain's genotype of Rr has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Captain's phenotype for the cheek color trait must be bright orange cheeks. The answer is A." + } + ] + }, + { + "id": "16578", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a carton of orange juice?\nContext: Select the best estimate.\nOptions: (A) 65 cups (B) 65 fluid ounces (C) 65 gallons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a carton of orange juice is 65 fluid ounces.\n65 cups and 65 gallons are both too much. The answer is B." + } + ] + }, + { + "id": "16580", + "conversations": [ + { + "from": "human", + "value": "Suppose Shane decides to go on the super starship. Which result would be a cost?\nContext: Shane is deciding which ride to go on at the fair. He can go on either the super starship or the Ferris wheel. He wants to have as much fun as possible at the fair.\nOptions: (A) Shane will spend more ride tickets on the super starship than he would have spent on the Ferris wheel. (B) Shane will have more fun on the super starship than he would have had on the Ferris wheel." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Shane wants or needs:\nShane will spend more ride tickets on the super starship than he would have spent on the Ferris wheel. The answer is A." + } + ] + }, + { + "id": "16581", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a full box of cereal?\nContext: Select the better estimate.\nOptions: (A) 460 grams (B) 460 kilograms" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of a full box of cereal is 460 grams.\n460 kilograms is too heavy. The answer is A." + } + ] + }, + { + "id": "16585", + "image": "16585\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Tennessee?\nContext: N/A\nOptions: (A) Knoxville (B) Richmond (C) Charlotte (D) Nashville\n" + }, + { + "from": "gpt", + "value": "Nashville is the capital of Tennessee. The answer is D." + } + ] + }, + { + "id": "16586", + "conversations": [ + { + "from": "human", + "value": "Last year, 50,000 people lived in the city of Milford. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Milford?\nContext: N/A\nOptions: (A) The supply probably went down. (B) The supply probably went up." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. The population of Milford fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Milford has gone up. So, the supply of houses for sale probably went up, too. The answer is B." + } + ] + }, + { + "id": "16592", + "image": "16592\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Atlantic Ocean (B) the Pacific Ocean (C) the Arctic Ocean (D) the Southern Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is A." + } + ] + }, + { + "id": "16593", + "image": "16593\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Helena (B) Olympia (C) Spokane (D) Seattle\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is B." + } + ] + }, + { + "id": "16595", + "image": "16595\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is older? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) fern (B) insect\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe insect fossil is in a deeper layer in the rock sequence than the fern fossil. So, the insect fossil is most likely older than the fern fossil. The answer is B." + } + ] + }, + { + "id": "16599", + "image": "16599\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) West Virginia (B) South Carolina (C) Virginia (D) North Carolina\n" + }, + { + "from": "gpt", + "value": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is C." + } + ] + }, + { + "id": "16601", + "image": "16601\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's limbs are also adapted for climbing trees?\nContext: Chimpanzees live in the forests of Central Africa. Their limbs are adapted for climbing trees.\nFigure: chimpanzee.\nOptions: (A) California sea lion (B) lar gibbon\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe California sea lion has flippers. Its limbs are not adapted for climbing trees. The California sea lion uses its flippers to swim underwater. The answer is B." + } + ] + }, + { + "id": "16606", + "image": "16606\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the reticulated python.\nContext: This organism is a reticulated python. Its scientific name is Python reticulatus.\nOptions: (A) Python reticulatus (B) Nerodia cyclopion (C) Morelia viridis\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A reticulated python's scientific name is Python reticulatus.\nPython reticulatus has the same scientific name as a reticulated python. So, these organisms are in the same species.\nNerodia cyclopion does not have the same scientific name as a reticulated python. So, Python reticulatus and Nerodia cyclopion are not in the same species.\nMorelia viridis does not have the same scientific name as a reticulated python. So, Python reticulatus and Morelia viridis are not in the same species. The answer is A." + } + ] + }, + { + "id": "16608", + "image": "16608\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the air inside a soccer ball a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a solid (B) a gas (C) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air inside a soccer ball is a gas. A gas expands to fill a space.\nThe air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball. The answer is B." + } + ] + }, + { + "id": "16610", + "image": "16610\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) fuzzy (B) smooth (C) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA smooth object is not scratchy or rough. All three objects are smooth.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nThe property that all three objects have in common is smooth. The answer is B." + } + ] + }, + { + "id": "16622", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Pepe's phenotype for the ear type trait?\nContext: This passage describes the ear type trait in rats:\n\nIn a group of rats, some individuals have normal ears and others have dumbo ears. In this group, the gene for the ear type trait has two alleles. The allele for dumbo ears (e) is recessive to the allele for normal ears (E).\nPepe is a rat from this group. Pepe has the homozygous genotype EE for the ear type gene.\nOptions: (A) dumbo ears (B) normal ears" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Pepe's genotype for the ear type gene is EE. Pepe's genotype of EE has only E allelles. The E allele is for normal ears. So, Pepe's phenotype for the ear type trait must be normal ears.\nTo check this answer, consider whether Pepe's alleles are dominant or recessive. The allele for dumbo ears (e) is recessive to the allele for normal ears (E). This means E is a dominant allele, and e is a recessive allele.\nPepe's genotype of EE has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Pepe's phenotype for the ear type trait must be normal ears. The answer is B." + } + ] + }, + { + "id": "16623", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nPebbles are left behind by a fast-flowing river.\nContext: N/A\nOptions: (A) drought (B) deposition (C) landslide" + }, + { + "from": "gpt", + "value": " The answer is B." + } + ] + }, + { + "id": "16626", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nJayce can play the viola.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play the viola. Instead, some people learn how to play. So, playing the viola is an acquired trait. The answer is A." + } + ] + }, + { + "id": "16629", + "image": "16629\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) neither; the samples have the same temperature (C) sample B\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.\nBecause the particles in both samples have the same average kinetic energy, the samples must have the same temperature. The answer is B." + } + ] + }, + { + "id": "16630", + "conversations": [ + { + "from": "human", + "value": "Would you find the word postage on a dictionary page with the following guide words?\npave - primary\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince postage is between the guide words pave - primary, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "16639", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Honey's phenotype for the fur length trait?\nContext: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.\nHoney, a Syrian hamster from this group, has long fur. Honey has two alleles for long fur.\nOptions: (A) ff (B) long fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Honey's observable version of the fur length trait is long fur. So, Honey's phenotype for the fur length trait is long fur. The answer is B." + } + ] + }, + { + "id": "16642", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a bottle of cough syrup?\nContext: Select the best estimate.\nOptions: (A) 10 cups (B) 10 fluid ounces (C) 10 gallons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a bottle of cough syrup is 10 fluid ounces.\n10 cups and 10 gallons are both too much. The answer is B." + } + ] + }, + { + "id": "16649", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Flopsy's phenotype for the fur length trait?\nContext: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.\nFlopsy, a Syrian hamster from this group, has long fur. Flopsy has two alleles for long fur.\nOptions: (A) ff (B) long fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Flopsy's observable version of the fur length trait is long fur. So, Flopsy's phenotype for the fur length trait is long fur. The answer is B." + } + ] + }, + { + "id": "16651", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nIn 2013, former vice president Al Gore decided to give up eating all animal products, including meat, dairy, and eggs.\nContext: N/A\nOptions: (A) declarative (B) interrogative (C) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A." + } + ] + }, + { + "id": "16658", + "image": "16658\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to tear through meat?\nContext: Turkey vultures are scavengers. They find and eat the bodies of dead animals. The shape of the 's beak is adapted to tear through meat.\nFigure: turkey vulture.\nOptions: (A) bateleur (B) roseate spoonbill\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the turkey vulture.\nThe turkey vulture has a sharp hooked beak. Its beak is adapted to tear through meat. The sharp hook can help the turkey vulture cut the meat into pieces it can swallow.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe bateleur has a sharp hooked beak. Its beak is adapted to tear through meat.\nThe roseate spoonbill has a long spoon-shaped beak. Its beak is not adapted to tear through meat. The roseate spoonbill uses its beak to filter through mud for invertebrates and small fish. The answer is A." + } + ] + }, + { + "id": "16659", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this fruit fly's phenotype for the antenna type trait?\nContext: This passage describes the antenna type trait in fruit flies:\n\nIn a group of fruit flies, some individuals have mutated antennae and others have normal antennae. In this group, the gene for the antenna type trait has two alleles. The allele A is for mutated antennae, and the allele a is for normal antennae.\nA certain fruit fly from this group has mutated antennae. This fly has one allele for mutated antennae and one allele for normal antennae.\nOptions: (A) Aa (B) mutated antennae" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The fruit fly's observable version of the antenna type trait is mutated antennae. So, the fly's phenotype for the antenna type trait is mutated antennae. The answer is B." + } + ] + }, + { + "id": "16660", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 150-gram glass of orange juice at a temperature of 26\u00b0C (B) a 150-gram glass of orange juice at a temperature of 7\u00b0C (C) a 150-gram glass of orange juice at a temperature of 6\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three glasses of orange juice have the same mass but different temperatures. Since the 26\u00b0C glass of orange juice is the hottest, it has the most thermal energy. The answer is A." + } + ] + }, + { + "id": "16662", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nForced to choose between Scylla and Charybdis, Ezra threw up his hands in dismay.\nContext: N/A\nOptions: (A) the Bible (B) Greek mythology" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Scylla and Charybdis is Greek mythology.\nIn Greek mythology, Scylla and Charybdis were two sea monsters located on either side of a narrow strait in the Mediterranean Sea.\nThe allusion Scylla and Charybdis means a pair of distasteful alternatives. The answer is B." + } + ] + }, + { + "id": "16665", + "conversations": [ + { + "from": "human", + "value": "Select the animal that does not have a backbone.\nContext: Hint: Insects, spiders, and worms do not have backbones.\nOptions: (A) bess beetle (B) minnow" + }, + { + "from": "gpt", + "value": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A minnow is a fish. Like other fish, a minnow has a backbone.\nA bess beetle is an insect. Like other insects, a bess beetle does not have a backbone. It has a hard outer cover. The answer is A." + } + ] + }, + { + "id": "16673", + "image": "16673\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk. A giraffe is an example of a mammal.\nOptions: (A) eastern newt (B) black howler\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. An eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.\nA black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away! The answer is B." + } + ] + }, + { + "id": "16678", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na penny tarnishing\na dinosaur bone turning into rock over millions of years\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are chemical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nA dinosaur bone turning into rock is a chemical change. The matter that made up the bone when it was alive begins to break down. Over a long time, a different type of matter starts forming inside small gaps in the bone. The matter is made of minerals from the earth.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "16680", + "image": "16680\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) South America (C) Asia (D) Australia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is A." + } + ] + }, + { + "id": "16683", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Julia inherited this trait?\nContext: Read the description of a trait.\nJulia has straight hair.\nOptions: (A) Julia's biological parents have red hair. Julia also has red hair. (B) Julia's neighbor also has straight hair. (C) Julia's biological mother often wears her straight hair in a ponytail." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "16685", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nCindy thinks Mr. Ferguson is a Luddite because he doesn't own a cell phone.\nContext: N/A\nOptions: (A) Roman history (B) British history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Luddite is British history.\nIn the early nineteenth century, factories were replacing the jobs of craftsmen. Some of these craftsmen banded together to destroy the new machinery; those who did so were called Luddites.\nThe allusion Luddite means a person opposed to new technology. The answer is B." + } + ] + }, + { + "id": "16689", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Sofia acquired this trait?\nContext: Read the description of a trait.\nSofia is good at identifying birds from their calls.\nOptions: (A) Sofia was not born knowing how to identify different bird calls. She had to learn this skill. (B) Sofia likes to photograph birds at the zoo." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "16693", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe hum of the computer concerned Jacob. Was the problem with the power supply or the hard drive?\nContext: N/A\nOptions: (A) onomatopoeia (B) simile" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nHum represents the sound the computer was making. The answer is A." + } + ] + }, + { + "id": "16695", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a movie?\nContext: N/A\nOptions: (A) \"What Love Is For\" (B) ***What Love Is For***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A movie should be in italics.\nThe correct title is **What Love Is For**. The answer is B." + } + ] + }, + { + "id": "16699", + "image": "16699\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the kelp?\nContext: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) plainfin midshipman (B) sea cucumber (C) zooplankton\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.There is one path matter can take from the kelp to the sea otter: kelp sea urchin sea otter. There is one path matter can take from the kelp to the sea cucumber: kelp sea urchin sea otter orca sea cucumber. zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton.. plainfin midshipman. There are two arrows pointing to the plainfin midshipman. These start from the phytoplankton and the zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the plainfin midshipman.. The answer is B." + } + ] + }, + { + "id": "16708", + "image": "16708\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Tuvalu (B) Tonga (C) Fiji (D) Australia\n" + }, + { + "from": "gpt", + "value": "This country is Tonga. The answer is B." + } + ] + }, + { + "id": "16720", + "image": "16720\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alaska?\nContext: N/A\nOptions: (A) Fairbanks (B) Salt Lake City (C) Juneau (D) Anchorage\n" + }, + { + "from": "gpt", + "value": "Juneau is the capital of Alaska. The answer is C." + } + ] + }, + { + "id": "16723", + "image": "16723\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nOxygen is ().\nContext: The model below represents a molecule of oxygen. Billions of pounds of oxygen are produced in factories each year. ver half of this oxygen is used to help produce steel.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether oxygen is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the ball-and-stick model shown above, both of the balls are the same color:\n. The legend shows that red represents the chemical element with the atomic symbol O. So, the model shows you that a molecule of oxygen is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that oxygen is composed of only one chemical element. So, oxygen is an elementary substance. The answer is A." + } + ] + }, + { + "id": "16725", + "image": "16725\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oklahoma?\nContext: N/A\nOptions: (A) New York City (B) Louisville (C) Tulsa (D) Oklahoma City\n" + }, + { + "from": "gpt", + "value": "Oklahoma City is the capital of Oklahoma. The answer is D." + } + ] + }, + { + "id": "16727", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air on a cold, rainy day?\nContext: Select the better estimate.\nOptions: (A) 43\u00b0C (B) 43\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, rainy day is 43\u00b0F.\n43\u00b0C is too hot. The answer is B." + } + ] + }, + { + "id": "16728", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Over the summer, my cousin Ling visited many times. (B) She sings our favorite song, we clap for her." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. She sings our favorite song, we clap for her is a run-on sentence. It has two sentences that are joined by just a comma: She sings our favorite song and We clap for her. The answer is B." + } + ] + }, + { + "id": "16731", + "image": "16731\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "16733", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian.\nContext: N/A\nOptions: (A) hippopotamus (B) California toad (C) bald eagle (D) fruit bat" + }, + { + "from": "gpt", + "value": "Amphibians have moist skin and begin their lives in water. A fruit bat is a mammal. It has hair and feeds its young milk.\nFruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.\nA bald eagle is a bird. It has feathers, two wings, and a beak.\nBald eagles live in trees near water. They build nests that can be up to 13 feet wide!\nA hippopotamus is a mammal. It has hair and feeds its young milk.\nHippopotamuses keep cool by lying in mud or water.\nA California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole. The answer is B." + } + ] + }, + { + "id": "16737", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) \"This morning, it said that Megan Williamson won the mayoral election in Belmont,\" Eddie remarked to his sister. (B) \"This morning, the newspaper said that Megan Williamson won the mayoral election in Belmont,\" Eddie remarked to his sister." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the newspaper.\n\"This morning, the newspaper said that Megan Williamson won the mayoral election in Belmont,\" Eddie remarked to his sister. The answer is A." + } + ] + }, + { + "id": "16738", + "conversations": [ + { + "from": "human", + "value": "Read the following excerpt from a student essay. How can the writer best improve his or her narrative voice?\nDuring our last game, our pitcher Wyatt suddenly grabbed his wrist after throwing a fastball. Coach Carey asked him if he was OK, and Wyatt said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Wyatt finally returned. Coach Carey said he was glad Wyatt was back, and Wyatt said he was happy and relieved.\nContext: N/A\nOptions: (A) by adding dialogue (B) by using active voice (C) by removing biased language" + }, + { + "from": "gpt", + "value": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her narrative voice by adding dialogue.\nFor example, the writer could replace the underlined sentences with exchanges between Coach Carey and Wyatt.\nDuring our last game, our pitcher Wyatt suddenly grabbed his wrist after throwing a fastball. Coach Carey asked him if he was OK, and Wyatt said that it hurt. None of us knew what was wrong with him and he was whisked off to the doctor, who ultimately diagnosed a forearm strain and wrist tendinitis. After three weeks of rehabilitation, Wyatt finally returned. Coach Carey said he was glad Wyatt was back, and Wyatt said he was happy and relieved. The answer is A." + } + ] + }, + { + "id": "16744", + "image": "16744\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) South Carolina (B) Massachusetts (C) New Jersey (D) Georgia\n" + }, + { + "from": "gpt", + "value": "The colony is New Jersey. The answer is C." + } + ] + }, + { + "id": "16746", + "image": "16746\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is younger? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) palm leaf (B) feather\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe palm leaf fossil is in a shallower layer in the rock sequence than the feather fossil. So, the palm leaf fossil is most likely younger than the feather fossil. The answer is A." + } + ] + }, + { + "id": "16751", + "image": "16751\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Indiana?\nContext: N/A\nOptions: (A) Indianapolis (B) Jefferson City (C) Newport (D) Frankfort\n" + }, + { + "from": "gpt", + "value": "Indianapolis is the capital of Indiana. The answer is A." + } + ] + }, + { + "id": "16754", + "conversations": [ + { + "from": "human", + "value": "Which object has the least thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a meatball at a temperature of 22\u00b0C (B) a meatball at a temperature of 27\u00b0C (C) a meatball at a temperature of 20\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three meatballs have the same mass but different temperatures. Since the 20\u00b0C meatball is the coldest, it has the least thermal energy. The answer is C." + } + ] + }, + { + "id": "16756", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nSeth's Falstaffian nature makes him stand out at a party.\nContext: N/A\nOptions: (A) Shakespeare (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Falstaffian is Shakespeare.\nSir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.\nThe allusion Falstaffian means characterized by joviality and enjoyment of food and drink. The answer is A." + } + ] + }, + { + "id": "16762", + "image": "16762\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oklahoma?\nContext: N/A\nOptions: (A) Oklahoma City (B) Tulsa (C) Raleigh (D) Columbia\n" + }, + { + "from": "gpt", + "value": "Oklahoma City is the capital of Oklahoma. The answer is A." + } + ] + }, + { + "id": "16772", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Nutmeg's phenotype for the fur color trait?\nContext: In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele F is for dark fur, and the allele f is for light fur.\nNutmeg, a rock pocket mouse from this group, has dark fur. Nutmeg has two alleles for dark fur.\nOptions: (A) dark fur (B) FF" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Nutmeg's observable version of the fur color trait is dark fur. So, Nutmeg's phenotype for the fur color trait is dark fur. The answer is A." + } + ] + }, + { + "id": "16773", + "image": "16773\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) California (B) Washington (C) Colorado (D) Hawaii\n" + }, + { + "from": "gpt", + "value": "This state is Washington. The answer is B." + } + ] + }, + { + "id": "16777", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) The muffins and sticky buns at Midtown Bakery are delicious. (B) The muffins and sticky buns at Midtown Bakery are to die for." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses an idiom (to die for).\nThe first sentence uses formal language in place of the idiom, so it is more formal overall. The answer is A." + } + ] + }, + { + "id": "16784", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nSandra is good at knitting hats.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait. The answer is A." + } + ] + }, + { + "id": "16788", + "conversations": [ + { + "from": "human", + "value": "Which would stretch the most?\nContext: N/A\nOptions: (A) gold crown (B) plastic water pitcher (C) cotton head band" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the cotton head band would stretch the most. If you pull the ends of a cotton headband, it will get longer. The answer is C." + } + ] + }, + { + "id": "16797", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Wayne acquired this trait?\nContext: Read the description of a trait.\nWayne has a scar on his left knee.\nOptions: (A) Wayne's scar is on his left knee. His mother also has a scar on her left knee. (B) Wayne's scar was caused by an accident. He cut his leg when he fell off his skateboard. (C) Wayne's brother has scars on both of his knees." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "16802", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the bowl's motion?\nContext: A steaming bowl of tomato soup is sitting motionless on a table to cool.\nOptions: (A) The bowl is accelerating. (B) The bowl has a constant velocity." + }, + { + "from": "gpt", + "value": "An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction. The bowl is remaining motionless. So, the bowl has a constant velocity. The answer is B." + } + ] + }, + { + "id": "16806", + "conversations": [ + { + "from": "human", + "value": "How long is a leather belt?\nContext: Select the best estimate.\nOptions: (A) 31 inches (B) 31 feet (C) 31 miles (D) 31 yards" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a leather belt is 31 inches.\n31 feet, 31 yards, and 31 miles are all too long. The answer is A." + } + ] + }, + { + "id": "16810", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nJeanette insisted that her dog wasn't fat; she said that he was merely well-fed.\nContext: N/A\nOptions: (A) euphemism (B) paradox" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nWell-fed is an indirect way of saying overweight. The answer is A." + } + ] + }, + { + "id": "16811", + "image": "16811\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "16812", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this fruit fly's genotype for the eye color gene?\nContext: In a group of fruit flies, some individuals have red eyes and others have brown eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for red eyes, and the allele e is for brown eyes.\nA certain fruit fly from this group has red eyes. This fly has one allele for red eyes and one allele for brown eyes.\nOptions: (A) Ee (B) red eyes" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has one allele for red eyes (E) and one allele for brown eyes (e). So, the fly's genotype for the eye color gene is Ee. The answer is A." + } + ] + }, + { + "id": "16816", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear grandma lucy, (B) Dear Grandma Lucy," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Grandma Lucy is capitalized because it is a proper noun. The answer is B." + } + ] + }, + { + "id": "16818", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nAll of my friends are coming to my birthday party. If Kira doesn't, she might as well tell me that she doesn't like me.\nContext: N/A\nOptions: (A) false causation: the assumption that because two things happened together, one caused the other (B) false dichotomy: an argument that presents only two choices when more options exist" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that if Kira doesn't go to the speaker's birthday party, it means that she hates the speaker. However, there may be a number of reasons why Kira wouldn't go to the party. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B." + } + ] + }, + { + "id": "16822", + "conversations": [ + { + "from": "human", + "value": "How long is a bench?\nContext: Select the better estimate.\nOptions: (A) 10 feet (B) 10 yards" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. The better estimate for the length of a bench is 10 feet.\n10 yards is too long. The answer is A." + } + ] + }, + { + "id": "16824", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nMobile, Alabama, had high humidity over the weekend.\nContext: N/A\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nMobile, Alabama, had high humidity over the weekend.\nHumidity is the amount of water in the air.\nThis passage tells you about the humidity in Mobile last weekend. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "16827", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) With Love,\nRon (B) With love,\nRon" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "16836", + "conversations": [ + { + "from": "human", + "value": "The city of Fairfax has been one of the world's biggest makers of cough drops for many years. But last month, Fairfax's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops?\nContext: N/A\nOptions: (A) The supply will probably go down. (B) The supply will probably go up." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Fairfax. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is A." + } + ] + }, + { + "id": "16837", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a crayon at a temperature of 15\u00b0C (B) a crayon at a temperature of 11\u00b0C (C) a crayon at a temperature of 8\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three crayons have the same mass but different temperatures. Since the 15\u00b0C crayon is the hottest, it has the most thermal energy. The answer is A." + } + ] + }, + { + "id": "16840", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this plant's phenotype for the pod color trait?\nContext: In a group of pea plants, some individuals have green pods and others have yellow pods. In this group, the gene for the pod color trait has two alleles. The allele for yellow pods (d) is recessive to the allele for green pods (D).\nA certain pea plant from this group has the homozygous genotype DD for the pod color gene.\nOptions: (A) yellow pods (B) green pods" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. The pea plant's genotype for the pod color gene is DD. The pea plant's genotype of DD has only D allelles. The D allele is for green pods. So, the pea plant's phenotype for the pod color trait must be green pods.\nTo check this answer, consider whether the pea plant's alleles are dominant or recessive. The allele for yellow pods (d) is recessive to the allele for green pods (D). This means D is a dominant allele, and d is a recessive allele.\nThe pea plant's genotype of DD has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the pea plant's phenotype for the pod color trait must be green pods. The answer is B." + } + ] + }, + { + "id": "16841", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) There are seven continents on earth, South America is one of them. (B) The cook always wears an apron." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. There are seven continents on earth, South America is one of them is a run-on sentence. It has two sentences that are joined by just a comma: There are seven continents on earth and South America is one of them. The answer is A." + } + ] + }, + { + "id": "16852", + "conversations": [ + { + "from": "human", + "value": "Which is a sentence fragment?\nContext: N/A\nOptions: (A) Gives the baby a bath. (B) The bird has a sharp beak." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Gives the baby a bath is a sentence fragment. It is missing a subject. The answer is A." + } + ] + }, + { + "id": "16854", + "image": "16854\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the great egret.\nContext: This organism is a great egret. Its scientific name is Ardea alba.\nOptions: (A) Ardea alba (B) Diodon nicthemerus (C) Tyto alba\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.\nTyto alba and Ardea alba are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.\nThis organism and the great egret are in the same genus and the same species! Both organisms have the same scientific name, Ardea alba.\nDiodon nicthemerus is in the genus Diodon. The first word of its scientific name is Diodon. So, Diodon nicthemerus and Ardea alba are not in the same genus. The answer is A." + } + ] + }, + { + "id": "16855", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nSilver is ().\nContext: Silver is a precious metal that is used to make many items, such as jewelry and coins. The chemical formula for silver is Ag.\nOptions: (A) an elementary substance (B) a compound" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether silver is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for silver is Ag. This formula contains one symbol: Ag. So, the formula tells you that silver is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, silver is an elementary substance. The answer is A." + } + ] + }, + { + "id": "16861", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nHear the sledges with the bells,\nSilver bells!\n. . . . . . . . .\nHow they tinkle, tinkle, tinkle,\nIn the icy air of night!\n\u2014Edgar Allan Poe, \"The Bells\"\nContext: N/A\nOptions: (A) verbal irony (B) onomatopoeia" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nTinkle, tinkle, tinkle represents the sound of sleigh bells. The answer is B." + } + ] + }, + { + "id": "16868", + "image": "16868\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) West Virginia (B) Maryland (C) Washington, D.C. (D) Massachusetts\n" + }, + { + "from": "gpt", + "value": "The colony is Maryland. The answer is B." + } + ] + }, + { + "id": "16873", + "conversations": [ + { + "from": "human", + "value": "Suppose Vijay decides to make vegetable soup. Which result would be a cost?\nContext: Vijay is deciding whether to make vegetable soup or egg drop soup for dinner. He wants dinner to be as tasty as possible. But he is also hungry and wants to eat soon.\nOptions: (A) Vijay will spend more time making the vegetable soup than he would have spent making the egg drop soup. (B) The vegetable soup will be tastier than the egg drop soup would have been." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Vijay wants or needs:\nVijay will spend more time making the vegetable soup than he would have spent making the egg drop soup. The answer is A." + } + ] + }, + { + "id": "16878", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) thank you,\nDavid (B) Thank you,\nDavid" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "16879", + "image": "16879\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Oregon?\nContext: N/A\nOptions: (A) Salem (B) Portland (C) Phoenix (D) Salt Lake City\n" + }, + { + "from": "gpt", + "value": "Salem is the capital of Oregon. The answer is A." + } + ] + }, + { + "id": "16881", + "image": "16881\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Joey and Darell trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJoey and Darell open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Joey wanted broccoli in his lunch and Darell was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Joey can trade his tomatoes for Darell's sandwich. (B) Darell can trade his broccoli for Joey's oranges. (C) Darell can trade his almonds for Joey's tomatoes. (D) Joey can trade his tomatoes for Darell's broccoli.\n" + }, + { + "from": "gpt", + "value": "Joey wanted broccoli in his lunch and Darell was hoping for tomatoes. Look at the labeled part of the images.\nJoey has tomatoes. Darell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D." + } + ] + }, + { + "id": "16883", + "image": "16883\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Texas (B) New Hampshire (C) New York (D) Wisconsin\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south. The answer is A." + } + ] + }, + { + "id": "16886", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Ringo's phenotype for the fur color trait?\nContext: In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).\nRingo is a rabbit from this group. Ringo has the homozygous genotype ff for the fur color gene.\nOptions: (A) black fur (B) brown fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Ringo's genotype for the fur color gene is ff. Ringo's genotype of ff has only f alleles. The f allele is for brown fur. So, Ringo's phenotype for the fur color trait must be brown fur.\nTo check this answer, consider whether Ringo's alleles are dominant or recessive. The allele for brown fur (f) is recessive to the allele for black fur (F). This means F is a dominant allele, and f is a recessive allele.\nRingo's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Ringo's phenotype for the fur color trait must be brown fur. The answer is B." + } + ] + }, + { + "id": "16903", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a bowl of oatmeal at a temperature of 35\u00b0C (B) a bowl of oatmeal at a temperature of 40\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two bowls of oatmeal have the same mass but different temperatures. Since the 35\u00b0C bowl of oatmeal is colder than the 40\u00b0C bowl of oatmeal, it has less thermal energy. The answer is A." + } + ] + }, + { + "id": "16917", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\nAva is between jobs right now, so she's selling some of her old jewelry to help pay the bills.\nContext: N/A\nOptions: (A) Ava is short on cash. (B) Ava is unemployed." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism between jobs means that Ava is unemployed. The answer is B." + } + ] + }, + { + "id": "16930", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Did Ken and his brother look through the user manual before trying to fix his computer? (B) Did Ken and his brother look through the user manual before trying to fix Ken's computer?" + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun his could refer to Ken's or his brother's.\nThe first answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Ken's.\nDid Ken and his brother look through the user manual before trying to fix Ken's computer? The answer is A." + } + ] + }, + { + "id": "16932", + "image": "16932\\image.png", + "conversations": [ + { + "from": "human", + "value": "Sperm cells are found inside pollen. What kind of cells are sperm?\nContext: This diagram shows the life cycle of an apple tree.\nOptions: (A) female cells (B) male cells\n" + }, + { + "from": "gpt", + "value": "Flowering plants, called angiosperms, use their flowers for sexual reproduction.\nFlowers can have male parts, female parts, or both! The male part is called the stamen, and the female part is called the pistil.\nBoth the male and female parts are needed for sexual reproduction. The female part produces eggs, and the male part produces pollen. Pollen contains cells that become sperm.\nPollination happens when pollen lands on top of the pistil. Self-pollination happens when a plant with both male and female parts pollinates itself. Cross-pollination happens when pollen from one plant lands on the pistil of a flower on a different plant. Animals, including birds and insects, can be pollinators. Many pollinators come to flowers to get food. As a pollinator feeds, it moves pollen from one flower to another.\nAfter pollination, sperm from the pollen fuse with eggs. This is called fertilization. The fertilized eggs then grow into seeds. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow flowers and begin the angiosperm plant life cycle again. Sperm are male cells. Cells that become sperm are found inside the pollen.\nEggs are female cells. The eggs are produced and stored in the ovary. The answer is B." + } + ] + }, + { + "id": "16935", + "image": "16935\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) translucent (B) colorful\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA colorful object has one or more bright colors. The pinwheel is colorful.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The pinwheel is not translucent. The answer is B." + } + ] + }, + { + "id": "16936", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) It is like pulling teeth to convince patients to make lifestyle changes that will improve their health. (B) It can be difficult to convince patients to make lifestyle changes that will improve their health." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses an idiom (like pulling teeth).\nThe second sentence uses formal language in place of the idiom, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "16939", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Chance's phenotype for the fur texture trait?\nContext: In a group of dachshund dogs, some individuals have rough fur and others have soft fur. In this group, the gene for the fur texture trait has two alleles. The allele for rough fur (F) is dominant over the allele for soft fur (f).\nChance is a dachshund dog from this group. Chance has the heterozygous genotype Ff for the fur texture gene.\nOptions: (A) soft fur (B) rough fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. You need to determine Chance's phenotype for the fur texture trait. First, consider the alleles in Chance's genotype for the fur texture gene. Then, decide whether these alleles are dominant or recessive.\nThe allele for rough fur (F) is dominant over the allele for soft fur (f). This means F is a dominant allele, and f is a recessive allele.\nChance's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Chance's phenotype for the fur texture trait must be rough fur. The answer is B." + } + ] + }, + { + "id": "16947", + "image": "16947\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "16951", + "conversations": [ + { + "from": "human", + "value": "Which of the following parts does an animal cell have?\nContext: N/A\nOptions: (A) chromosomes (B) cell wall (C) chloroplasts" + }, + { + "from": "gpt", + "value": "Plant and animal cells have many parts in common, but not all. This table shows some of their similarities and differences.\nCell part | Plant cell | Animal cell\ncell wall | yes | no\ncell membrane | yes | yes\ncytoplasm | yes | yes\nmitochondria | yes | yes\nvacuole | yes | yes\nchloroplasts | yes | no\nnucleus | yes | yes\nchromosomes | yes | yes\nThink about how plant and animal cells are different:\nPlant cells have a cell wall, but animal cells do not. The cell wall helps plant cells keep a fixed shape. Most animal cells do not have a fixed shape.\nPlant cells have chloroplasts, but animal cells do not. Chloroplasts make sugar that plants cells can use as food. Animal cells cannot make their own food.\n The answer is A." + } + ] + }, + { + "id": "16967", + "conversations": [ + { + "from": "human", + "value": "Suppose Harper decides to see the grizzly bears. Which result would be a cost?\nContext: Harper is deciding whether to see the grizzly bears or the gorillas at the zoo. She wants to see lots of animals, but the zoo is closing soon.\nOptions: (A) Harper will spend more time walking to the grizzly bears. They are on the other side of the zoo, but the gorillas are close by. (B) Harper will enjoy seeing the grizzly bears more than she would have enjoyed seeing the gorillas." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Harper wants or needs:\nHarper will spend more time walking to the grizzly bears. They are on the other side of the zoo, but the gorillas are close by. The answer is A." + } + ] + }, + { + "id": "16977", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Dad remembered to buy groceries, but he forgot the grape jelly. (B) The nervous swimmer steps onto the diving platform." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nDad remembered to buy groceries, but he forgot the grape jelly. The answer is A." + } + ] + }, + { + "id": "16986", + "conversations": [ + { + "from": "human", + "value": "Was there a surplus or a shortage of videogames?\nContext: A store had 100 copies of a new videogame for sale. The game cost $50. At that price, there were 150 people who wanted to buy a copy of the game.\nOptions: (A) surplus (B) shortage" + }, + { + "from": "gpt", + "value": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there were not enough copies of the videogame for sale. There were 100 copies for sale, but 150 people wanted to buy one.\nSo, there was a shortage of copies. The answer is B." + } + ] + }, + { + "id": "16992", + "conversations": [ + { + "from": "human", + "value": "Select the bird.\nContext: N/A\nOptions: (A) anchovy (B) porcupinefish (C) fruit bat (D) flamingo" + }, + { + "from": "gpt", + "value": "Birds have feathers, two wings, and a beak. An anchovy is a fish. It lives underwater. It has fins, not limbs.\nAn anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.\nA porcupinefish is a fish. It lives underwater. It has fins, not limbs.\nPorcupinefish can puff up their bodies with air or water to scare off predators.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nA fruit bat is a mammal. It has hair and feeds its young milk.\nFruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins. The answer is D." + } + ] + }, + { + "id": "16995", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nBridgeport, Connecticut, had cool temperatures over the weekend.\nContext: N/A\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nBridgeport, Connecticut, had cool temperatures over the weekend.\nThis passage tells you about the temperature in Bridgeport over the weekend. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "16996", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nTake care to get what you like or you will be forced to like what you get.\n\u2014George Bernard Shaw, Man and Superman\nContext: N/A\nOptions: (A) chiasmus (B) paradox" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.\nThe second half of the sentence reverses the order of the words get and like relative to the first half. The answer is A." + } + ] + }, + { + "id": "17004", + "image": "17004\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a Syrian hamster produced by this cross will have wavy fur?\nContext: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for straight fur (F) is dominant over the allele for wavy fur (f).\nThis Punnett square shows a cross between two Syrian hamsters.\nOptions: (A) 3/4 (B) 2/4 (C) 4/4 (D) 0/4 (E) 1/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is E." + } + ] + }, + { + "id": "17014", + "conversations": [ + { + "from": "human", + "value": "How long is a car?\nContext: Select the best estimate.\nOptions: (A) 4 miles (B) 4 feet (C) 4 inches (D) 4 yards" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a car is 4 yards.\n4 inches and 4 feet are too short. 4 miles is too long. The answer is D." + } + ] + }, + { + "id": "17015", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nSuzie has a scar on her right leg.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "17017", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\npasture - polish\nContext: N/A\nOptions: (A) pinch (B) purpose" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince pinch is between the guide words pasture - polish, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "17039", + "image": "17039\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) hard (B) rough (C) fragile\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The bracelet, the apple seeds, and the sunglasses are not rough.\nA fragile object will break into pieces if you drop it. The clay flower pot is fragile, but the apple seeds are not.\nA hard object does not change shape when pressed or squeezed. All four objects are hard.\nThe property that all four objects have in common is hard. The answer is A." + } + ] + }, + { + "id": "17042", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Michelle blows big bubbles, Victor pops them. (B) Darkness comes quickly on long winter nights." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Michelle blows big bubbles, Victor pops them is a run-on sentence. It has two sentences that are joined by just a comma: Michelle blows big bubbles and Victor pops them. The answer is A." + } + ] + }, + { + "id": "17044", + "conversations": [ + { + "from": "human", + "value": "Adapted from J. R. Dos Passos, \"The Bridge\" and from Walt Whitman, \"Salut au Monde!\"\nContext: N/A\nOptions: (A) The lonely bridge cuts dark across the marsh\nWhose long pools glow with the light\nOf a flaming summer sunset.\nAt this end limp bushes overhang,\nPalely reflected in the amber-colored water. (B) I see the tracks of the railroads of the earth;\nI see them welding State to State, city to city, through North America;\nI see them in Great Britain, I see them in Europe;\nI see them in Asia and in Africa." + }, + { + "from": "gpt", + "value": "Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\" This poem uses repetition. It repeats words, phrases, or lines.\nI see them in Asia and in Africa. The answer is B." + } + ] + }, + { + "id": "17045", + "image": "17045\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's legs are also adapted for wading?\nContext: Gray herons live near marshes, rivers, and lakes. They eat frogs and fish that live in shallow water. Gray herons hunt their prey by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: gray heron.\nOptions: (A) demoiselle crane (B) African penguin\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the gray heron.\nLong legs help the gray heron keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe demoiselle crane has long, thin legs. Its legs are adapted for wading.\nThe African penguin has short legs. Its legs are not adapted for wading. The African penguin uses its legs to walk and swim. The answer is A." + } + ] + }, + { + "id": "17048", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nThe platypus has venom-producing glands, which are rare among mammals, but its venom is not generally lethal to humans.\nContext: N/A\nOptions: (A) simple (B) compound-complex (C) compound (D) complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.\nThe platypus has venom-producing glands, which are rare among mammals, but its venom is not generally lethal to humans. The answer is B." + } + ] + }, + { + "id": "17052", + "image": "17052\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Jersey (B) Virginia (C) North Carolina (D) South Carolina\n" + }, + { + "from": "gpt", + "value": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is B." + } + ] + }, + { + "id": "17055", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nWhat is the likelihood that we will encounter bears and other wildlife in Alaska?\nContext: N/A\nOptions: (A) imperative (B) declarative (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks a question and ends with a question mark. It is an interrogative sentence. The answer is C." + } + ] + }, + { + "id": "17056", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nThe friends will visit Frank in Middletown.\nContext: N/A\nOptions: (A) future tense (B) past tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, visit. The verb tells you about something that is going to happen. The answer is A." + } + ] + }, + { + "id": "17061", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe hum of the computer concerned David. Was the problem with the power supply or the hard drive?\nContext: N/A\nOptions: (A) simile (B) onomatopoeia" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nHum represents the sound the computer was making. The answer is B." + } + ] + }, + { + "id": "17069", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Elijah's phenotype for the Thomsen disease trait?\nContext: This passage describes the Thomsen disease trait in humans:\n\nIn a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele for having Thomsen disease (M) is dominant over the allele for not having Thomsen disease (m).\nElijah is a human from this group. Elijah has the homozygous genotype mm for the Thomsen disease gene.\nOptions: (A) having Thomsen disease (B) not having Thomsen disease" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Elijah's genotype for the Thomsen disease gene is mm. Elijah's genotype of mm has only m alleles. The m allele is for not having Thomsen disease. So, Elijah's phenotype for the Thomsen disease trait must be not having Thomsen disease.\nTo check this answer, consider whether Elijah's alleles are dominant or recessive. The allele for having Thomsen disease (M) is dominant over the allele for not having Thomsen disease (m). This means M is a dominant allele, and m is a recessive allele.\nElijah's genotype of mm has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Elijah's phenotype for the Thomsen disease trait must be not having Thomsen disease. The answer is B." + } + ] + }, + { + "id": "17070", + "image": "17070\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: San Francisco.\nSan Francisco is located on the coast of California. On December 30, 1856, the temperature fell to 36\u00b0F.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nSan Francisco is located on the coast of California. On December 30, 1856, the temperature fell to 36\u00b0F.\nThe underlined part of the passage tells you about the temperature in San Francisco on a certain day in 1856. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "17078", + "image": "17078\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs. A manta ray is an example of a fish.\nOptions: (A) bison (B) salmon\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A salmon is a fish. It lives underwater. It has fins, not limbs.\nA bison is a mammal. It has fur and feeds its young milk. The answer is B." + } + ] + }, + { + "id": "17085", + "image": "17085\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maine?\nContext: N/A\nOptions: (A) Augusta (B) Boston (C) Topeka (D) Green Bay\n" + }, + { + "from": "gpt", + "value": "Augusta is the capital of Maine. The answer is A." + } + ] + }, + { + "id": "17096", + "image": "17096\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a koi fish produced by this cross will have Bekko patterning?\nContext: This passage describes the Bekko patterning trait in koi fish:\nThe Bekko pattern is a pattern of colors found on the bodies of some koi fish. A koi fish with Bekko patterning has black patches all over its body. A koi fish without Bekko patterning does not have these patches.\nIn a group of koi fish, some individuals have Bekko patterning and others do not. In this group, the gene for the Bekko patterning trait has two alleles. The allele for having Bekko patterning (B) is dominant over the allele for not having Bekko patterning (b).\nThis Punnett square shows a cross between two koi fish.\nOptions: (A) 4/4 (B) 3/4 (C) 2/4 (D) 0/4 (E) 1/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is A." + } + ] + }, + { + "id": "17098", + "image": "17098\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this push?\nContext: A girl uses a stick to hit a pi\u00f1ata. She pushes the pi\u00f1ata with the stick. So, the pi\u00f1ata swings.\nOptions: (A) toward the stick (B) away from the stick\n" + }, + { + "from": "gpt", + "value": "One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The girl pushes the pi\u00f1ata away from the stick, and the pi\u00f1ata swings. The direction of the push is away from the stick. The answer is B." + } + ] + }, + { + "id": "17100", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of an article?\nContext: N/A\nOptions: (A) Would I Let My Son Play Football? (B) \"Would I Let My Son Play Football?\"" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" An article should be in quotation marks.\nThe correct title is \"Would I Let My Son Play Football?\" The answer is B." + } + ] + }, + { + "id": "17103", + "image": "17103\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the Steller's jay.\nContext: This organism is a Steller's jay. Its scientific name is Cyanocitta stelleri.\nOptions: (A) Larus livens (B) Larus michahellis (C) Cyanocitta cristata\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Steller's jay's scientific name is Cyanocitta stelleri. The first word of its scientific name is Cyanocitta.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Cyanocitta stelleri are in the same genus.\nLarus michahellis is in the genus Larus. The first word of its scientific name is Larus. So, Larus michahellis and Cyanocitta stelleri are not in the same genus.\nLarus livens is in the genus Larus. The first word of its scientific name is Larus. So, Larus livens and Cyanocitta stelleri are not in the same genus. The answer is C." + } + ] + }, + { + "id": "17106", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nfeather - fling\nContext: N/A\nOptions: (A) fabulous (B) fix" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince fix is between the guide words feather - fling, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "17110", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Champ's genotype for the coat color gene?\nContext: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.\nChamp, a cow from this group, has a red coat. Champ has two alleles for a red coat.\nOptions: (A) ll (B) a red coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Champ has two alleles for a red coat (l). So, Champ's genotype for the coat color gene is ll. The answer is A." + } + ] + }, + { + "id": "17115", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the antelope's motion?\nContext: An antelope is running faster and faster away from a hungry lion.\nOptions: (A) The antelope has a constant velocity. (B) The antelope is accelerating." + }, + { + "from": "gpt", + "value": "An object's velocity describes its speed and its direction.\nAn object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:\nmoving in a straight line at a constant speed, or\nremaining motionless.\nIf an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:\nspeeding up,\nslowing down, or\nchanging direction. The antelope is speeding up. So, the antelope is accelerating. The answer is B." + } + ] + }, + { + "id": "17119", + "conversations": [ + { + "from": "human", + "value": "How long is a kitchen table?\nContext: Select the best estimate.\nOptions: (A) 7 yards (B) 7 inches (C) 7 feet (D) 7 miles" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a kitchen table is 7 feet.\n7 inches is too short. 7 yards and 7 miles are too long. The answer is C." + } + ] + }, + { + "id": "17125", + "image": "17125\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Ling and Maria trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nLing and Maria open their lunch boxes in the school cafeteria. Neither Ling nor Maria got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nLing's lunch Maria's lunch\nOptions: (A) Maria can trade her almonds for Ling's tomatoes. (B) Ling can trade her tomatoes for Maria's broccoli. (C) Ling can trade her tomatoes for Maria's carrots. (D) Maria can trade her broccoli for Ling's oranges.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nLing wants broccoli. Maria wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is B." + } + ] + }, + { + "id": "17135", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 2-kilogram brick at a temperature of 458\u00b0F (B) a 2-kilogram brick at a temperature of 430\u00b0F (C) a 2-kilogram brick at a temperature of 453\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three bricks have the same mass but different temperatures. Since the 458\u00b0F brick is the hottest, it has the most thermal energy. The answer is A." + } + ] + }, + { + "id": "17136", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nVoss is a city in Norway. One winter, the snow there was two meters deep!\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nVoss is a city in Norway. One winter, the snow there was two meters deep!\nThis passage tells you about the precipitation in Voss one winter. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "17140", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nNolan persisted despite his friends' attempts to tell him that this was a Gordian knot.\nContext: N/A\nOptions: (A) a song (B) ancient legend" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Gordian knot is ancient legend.\nAccording to legend, Alexander the Great used his sword to slash an intricate knot by which a chariot was tied to a pole in the city of Gordium.\nThe allusion Gordian knot means a highly complex problem. The answer is B." + } + ] + }, + { + "id": "17153", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Dillon liked the sea otters, but the jellyfish were his favorite. (B) The artist prepared a canvas for a new oil painting." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.\nDillon liked the sea otters, but the jellyfish were his favorite. The answer is A." + } + ] + }, + { + "id": "17155", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Nina investigate with an experiment?\nContext: Nina has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:\none type of squash seeds\nfour large clay pots\nsoil\na compost pile\nwater\nOptions: (A) If squash seeds and tomato seeds are planted with compost, which type of plant grows larger? (B) Do squash plants grow larger if the seeds are planted with compost or without compost? (C) Do squash plants grow larger if the seeds are planted in small pots or in large pots?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "17156", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Sofia investigate with an experiment?\nContext: Sofia likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:\n10 small flat rocks\n10 large flat rocks\naccess to the river by her school\nOptions: (A) Do rocks skip more times when thrown across a river or across a pond? (B) Do small rocks or large rocks skip more times when thrown across the river? (C) Do round rocks or flat rocks skip more times when thrown across the river?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "17171", + "image": "17171\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A." + } + ] + }, + { + "id": "17176", + "conversations": [ + { + "from": "human", + "value": "The city of Newport has been one of the world's biggest makers of cough drops for many years. But last month, Newport's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops?\nContext: N/A\nOptions: (A) The supply will probably go up. (B) The supply will probably go down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Newport. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is B." + } + ] + }, + { + "id": "17178", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word literally in its traditional sense?\nContext: N/A\nOptions: (A) Destiny adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old. (B) Destiny adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses literally in its traditional sense: in a factual, non-exaggerated way.\nDestiny adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.\nThe second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.\nDestiny adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is A." + } + ] + }, + { + "id": "17183", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Whitney investigate with an experiment?\nContext: Whitney has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:\none type of squash seeds\nfour large clay pots\nsoil\na compost pile\nwater\nOptions: (A) Do squash plants grow larger if the seeds are planted in small pots or in large pots? (B) If squash seeds and tomato seeds are planted with compost, which type of plant grows larger? (C) Do squash plants grow larger if the seeds are planted with compost or without compost?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "17189", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Krysta investigate with an experiment?\nContext: Krysta has a garden that is sometimes visited by deer. She notices that the deer eat some plants in her garden more than others. She wonders what factors affect which plants the deer eat. So, she decides to design an experiment. She has the following supplies available:\na garlic spray used to keep garden pests away\nfour tomato plants\nfour bean plants\nOptions: (A) Do the deer eat more leaves from tomato plants or from squash plants? (B) Do the deer eat fewer leaves from bean plants sprayed with coffee spray than from unsprayed bean plants? (C) Do the deer eat fewer leaves from bean plants sprayed with garlic spray than from unsprayed bean plants?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "17204", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) grape juice (B) spoon (C) rain" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. The answer is B." + } + ] + }, + { + "id": "17206", + "image": "17206\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does Myrmarachne maxillosa have cells that have a nucleus?\nContext: This organism is Myrmarachne maxillosa. It is a member of the animal kingdom.\nMyrmarachne maxillosa is a spider. But its body shape mimics, or copies, the shape of an ant. Mimicking an ant helps M. maxillosa avoid predators that eat spiders. You can tell that M. maxillosa is a spider by counting its legs. Spiders have eight legs, and ants have just six.\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Myrmarachne maxillosa is an animal. Animal cells have a nucleus. The answer is A." + } + ] + }, + { + "id": "17209", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ndeep-frying chicken\nburning a marshmallow over a campfire\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are chemical changes. (C) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nDeep-frying chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.\nBurning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "17211", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nMegan has a scar on her right leg.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is B." + } + ] + }, + { + "id": "17214", + "conversations": [ + { + "from": "human", + "value": "Answer the riddle.\nI am made of paper.\nI tell a story.\nA teacher may read me out loud.\nWhat am I?\nContext: N/A\nOptions: (A) a picture (B) a book" + }, + { + "from": "gpt", + "value": "A book is made of paper.\nA book tells a story.\nA teacher may read a book out loud. The answer is B." + } + ] + }, + { + "id": "17215", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nBaking cookies is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two ways matter can change.\nIn a chemical change, the type of matter changes.\nBurning a piece of paper is a chemical change. The paper changes into ash and smoke.\nIn a physical change, the type of matter stays the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nIce melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. Baking cookies is a chemical change. Cookies are made from cookie dough. Baking turns the cookie dough into cookies. The cookies are a different type of matter than the dough. The answer is B." + } + ] + }, + { + "id": "17218", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nSummer is usually the hottest time of the year in Des Moines, Iowa.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nSummer is usually the hottest time of the year in Des Moines, Iowa.\nThis passage tells you about the usual temperature pattern in Des Moines. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "17219", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na piece of apple turning brown\ncompost rotting\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by cooling. (C) Both are caused by heating. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.\nIf you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.\nCompost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "17222", + "image": "17222\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is paper a mineral?\nContext: Paper has the following properties:\nmade in a paper mill\nnot a pure substance\nno fixed crystal structure\nsolid\nOptions: (A) yes (B) no\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Paper does not have all the properties of a mineral. So, paper is not a mineral. The answer is B." + } + ] + }, + { + "id": "17226", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two cars. Which car was moving at a lower speed?\nContext: N/A\nOptions: (A) a car that moved 445miles in 10hours (B) a car that moved 170miles in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each car moved and the time it took to move that distance.\nOne car moved 170 miles in 10 hours.\nThe other car moved 445 miles in 10 hours.\nNotice that each car spent the same amount of time moving. The car that moved 170 miles moved a shorter distance in that time. So, that car must have moved at a lower speed. The answer is B." + } + ] + }, + { + "id": "17227", + "conversations": [ + { + "from": "human", + "value": "Would you find the word suitcase on a dictionary page with the following guide words?\nsalute - squirrel\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince suitcase is not between the guide words salute - squirrel, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "17228", + "image": "17228\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two identical greenhouses were next to each other. There were solar panels on the roof of one greenhouse but not on the roof of the other greenhouse. This table shows how the temperature of each greenhouse changed over 2hours.\nOptions: (A) each greenhouse . . . the surroundings (B) the surroundings . . . each greenhouse\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each greenhouse increased, which means that the thermal energy of each greenhouse increased. So, thermal energy was transferred from the surroundings to each greenhouse. The answer is B." + } + ] + }, + { + "id": "17233", + "conversations": [ + { + "from": "human", + "value": "Which pot of spaghetti sauce has a higher temperature?\nContext: Two pots of spaghetti sauce are identical except for their thermal energies.\nOptions: (A) the pot of spaghetti sauce with more thermal energy (B) the pot of spaghetti sauce with less thermal energy" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two pots of spaghetti sauce are made of the same material and have the same mass. So, the pot of spaghetti sauce with more thermal energy has a higher temperature. The answer is A." + } + ] + }, + { + "id": "17250", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) Kayla draws an arrow it points up. (B) Coach Sharma talked to her team before the game." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Coach Sharma talked to her team before the game is a complete sentence. The subject is Coach Sharma, and the verb is talked. The answer is B." + } + ] + }, + { + "id": "17254", + "image": "17254\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) Oregon (B) Wyoming (C) New Mexico (D) North Dakota\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Dakota is farthest east. The answer is D." + } + ] + }, + { + "id": "17258", + "image": "17258\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for digging?\nContext: s are found in parts of North America. They live in burrows and eat other animals that also live in burrows. The feet of the are adapted for digging.\nFigure: American badger.\nOptions: (A) groundhog (B) bottlenose dolphin\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the American badger.\nThe American badger has long, straight claws. Its feet are adapted for digging. The American badger uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe bottlenose dolphin has flippers for feet. Its feet are not adapted for digging. The bottlenose dolphin uses its flippers to swim. The answer is A." + } + ] + }, + { + "id": "17267", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nherring - hue\nContext: N/A\nOptions: (A) hot (B) haunt" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince hot is between the guide words herring - hue, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "17268", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Gavin inherited this trait?\nContext: Read the description of a trait.\nGavin has naturally brown hair.\nOptions: (A) Gavin and his biological father have short hair. (B) Gavin's biological mother often wears her naturally brown hair in a bun. (C) Gavin and his siblings all have naturally straight hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "17269", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the skydiver's mass did not change.\nThe gravitational potential energy stored between the skydiver and Earth () as she drifted toward the flat ground.\nContext: Read the text about a person in motion.\nA skydiver jumped out of a plane. After thirty seconds, she opened up her parachute and drifted toward the flat ground.\nOptions: (A) increased (B) decreased (C) stayed the same" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the skydiver and the center of Earth changed.\nThe ground was lower than the point where the skydiver opened up her parachute. As she drifted toward the ground, the distance between the skydiver and the center of Earth decreased. So, the gravitational potential energy stored between the skydiver and Earth decreased as she drifted toward the flat ground. The answer is B." + } + ] + }, + { + "id": "17273", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Tanvi investigate with an experiment?\nContext: Tanvi leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:\none bar of milk chocolate\none bar of dark chocolate\na stove\na pot\nOptions: (A) Does milk chocolate or dark chocolate melt faster when heated on the stove? (B) Does dark chocolate or white chocolate melt faster when heated on the stove? (C) Does milk chocolate melt faster when heated in a microwave or on a stove?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "17278", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nIn the morning, Mrs. Harper shoveled the snow.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, shoveled. The verb ends in -ed and tells you about something that has already happened. The answer is C." + } + ] + }, + { + "id": "17285", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nA Good Samaritan jumped in when my grocery bag broke and the contents spilled all over the sidewalk.\nContext: N/A\nOptions: (A) the Bible (B) British history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Good Samaritan is the Bible.\nIn a biblical parable, a Samaritan selflessly stops to help an enemy who has been beaten and stranded on the side of a road.\nThe allusion Good Samaritan means a person who goes out of the way to help another. The answer is A." + } + ] + }, + { + "id": "17295", + "image": "17295\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Mexico?\nContext: N/A\nOptions: (A) Louisville (B) Harrisburg (C) Santa Fe (D) Albuquerque\n" + }, + { + "from": "gpt", + "value": "Santa Fe is the capital of New Mexico. The answer is C." + } + ] + }, + { + "id": "17296", + "conversations": [ + { + "from": "human", + "value": "What is the volume of an eyedropper?\nContext: Select the better estimate.\nOptions: (A) 3 liters (B) 3 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of an eyedropper is 3 milliliters.\n3 liters is too much. The answer is B." + } + ] + }, + { + "id": "17304", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nRust forming on a bicycle frame is a ().\nContext: N/A\nOptions: (A) chemical change (B) physical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily. The answer is A." + } + ] + }, + { + "id": "17317", + "conversations": [ + { + "from": "human", + "value": "Is there a sentence fragment?\nDeveloped in 1973, GPS is a satellite-based navigation system. Also known as Global Positioning System.\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is a sentence fragment that does not express a complete thought.\nDeveloped in 1973, GPS is a satellite-based navigation system. Also known as Global Positioning System.\nHere is one way to fix the sentence fragment:\nDeveloped in 1973, GPS\u2014also known as Global Positioning System\u2014is a satellite-based navigation system. The answer is B." + } + ] + }, + { + "id": "17319", + "image": "17319\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) Australia (C) Nauru (D) Papua New Guinea\n" + }, + { + "from": "gpt", + "value": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is B." + } + ] + }, + { + "id": "17324", + "image": "17324\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Ohio (B) New Hampshire (C) Maryland (D) Connecticut\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Ohio is farthest west. The answer is A." + } + ] + }, + { + "id": "17328", + "image": "17328\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Marshall Islands (B) Vanuatu (C) Nauru (D) New Zealand\n" + }, + { + "from": "gpt", + "value": "This country is Nauru. The answer is C." + } + ] + }, + { + "id": "17329", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a rock.\nContext: N/A\nOptions: (A) A sunflower seed is made by a living thing. It is formed in nature. (B) Gabbro is not made by living things. It is not a pure substance. (C) Gneiss is not a pure substance. It is not made by living things." + }, + { + "from": "gpt", + "value": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nGabbro is a rock.\nA sunflower seed is made by a living thing. But rocks are not made by living things.\nSo, a sunflower seed is not a rock.\nGneiss is a rock. The answer is A." + } + ] + }, + { + "id": "17339", + "conversations": [ + { + "from": "human", + "value": "Select the invertebrate.\nContext: Hint: Insects, spiders, and worms are invertebrates.\nOptions: (A) leaf-tailed gecko (B) bess beetle (C) magpie goose (D) domestic pig" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A bess beetle is an insect. Like other insects, a bess beetle is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA domestic pig is a mammal. Like other mammals, a domestic pig is a vertebrate. It has a backbone.\nA magpie goose is a bird. Like other birds, a magpie goose is a vertebrate. It has a backbone.\nA leaf-tailed gecko is a reptile. Like other reptiles, a leaf-tailed gecko is a vertebrate. It has a backbone. The answer is B." + } + ] + }, + { + "id": "17343", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on Dylan are balanced. Which statement describes the forces on Dylan?\nContext: Dylan is standing on a diving board at the pool. Earth's gravity is pulling down on Dylan with a force of 400N. The diving board is pushing up on Dylan with a force of 400N.\nOptions: (A) The forces are balanced, so there is no net force on Dylan. (B) The forces are unbalanced, so there is a net force on Dylan." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Dylan, look at the forces:\nEarth's gravity is pulling Dylan down with a force of 400 N.\nThe diving board is pushing Dylan up with a force of 400 N.\nThe forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Dylan. The answer is A." + } + ] + }, + { + "id": "17351", + "conversations": [ + { + "from": "human", + "value": "Is there a sentence fragment?\nWhich U.S. cities are doing the most to reduce greenhouse gas emissions? Tonight's news report has the details.\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert. There is not a sentence fragment. These are complete sentences because they express complete thoughts.\nWhich U.S. cities are doing the most to reduce greenhouse gas emissions? Tonight's news report has the details. The answer is B." + } + ] + }, + { + "id": "17354", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nMia has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter.\nContext: N/A\nOptions: (A) Mia has worked up an appetite. (B) Mia has many responsibilities." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a lot on her plate suggests that Mia has many responsibilities. If you have a lot on your plate, you are busy with many different obligations. The answer is B." + } + ] + }, + { + "id": "17366", + "image": "17366\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Caden's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCaden was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40\u00b0C. Caden wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50\u00b0C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50\u00b0C.\nFigure: a weather station.\nOptions: (A) how well the weather station would work when it was windy (B) if the weather station would work when the temperature was 50\u00b0C\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "17372", + "image": "17372\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Baja California.\nBaja California is a state in Mexico. It was not raining anywhere in the state during the first week of February.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nBaja California is a state in Mexico. It was not raining anywhere in the state during the first week of February.\nThe underlined part of the passage tells you about the amount of rain that fell in Baja California during the first week of February. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "17380", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nThe Swifts will stay at an inn on the island.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, stay. The verb tells you about something that is going to happen. The answer is B." + } + ] + }, + { + "id": "17385", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nIn the darkness, Amelia strained her eyes.\nContext: N/A\nOptions: (A) past tense (B) future tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened. The answer is A." + } + ] + }, + { + "id": "17387", + "image": "17387\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Vermont (B) Connecticut (C) Maine (D) New Hampshire\n" + }, + { + "from": "gpt", + "value": "This state is New Hampshire. The answer is D." + } + ] + }, + { + "id": "17390", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) Gypsum is formed in nature. It is a pure substance. (B) Malachite is formed in nature. It is a solid. (C) Wool is made by living things. It is not a pure substance." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nGypsum is a mineral.\nWool is not a pure substance. But all minerals are pure substances.\nWool is made by living things. But minerals are not made by living things.\nSo, wool is not a mineral.\nMalachite is a mineral. The answer is C." + } + ] + }, + { + "id": "17391", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nA can of soda fizzing over is a ().\nContext: N/A\nOptions: (A) chemical change (B) physical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. A can of soda fizzing over is a physical change. The soda fizzes because the gas trapped inside of it comes out very quickly. But the types of matter the soda and gas are made of do not change. The answer is B." + } + ] + }, + { + "id": "17398", + "image": "17398\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New York?\nContext: N/A\nOptions: (A) New York City (B) Albany (C) Buffalo (D) Honolulu\n" + }, + { + "from": "gpt", + "value": "Albany is the capital of New York. The answer is B." + } + ] + }, + { + "id": "17400", + "image": "17400\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Vanuatu (B) Kiribati (C) Papua New Guinea (D) Nauru\n" + }, + { + "from": "gpt", + "value": "This country is Nauru. The answer is D." + } + ] + }, + { + "id": "17406", + "image": "17406\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Europe (C) South America (D) Antarctica\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is C." + } + ] + }, + { + "id": "17408", + "image": "17408\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "17422", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a bottle of nail polish?\nContext: Select the better estimate.\nOptions: (A) 15 milliliters (B) 15 liters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bottle of nail polish is 15 milliliters.\n15 liters is too much. The answer is A." + } + ] + }, + { + "id": "17424", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nThree key pieces of evidence prove that my client is innocent. First, she has not done anything wrong. Second, she is not guilty. And third, she is free from all criminal behaviors, dispositions, or inclinations.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) false dichotomy: an argument that presents only two choices when more options exist (C) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the client is innocent. However, the \"key pieces of evidence\" are simply three different ways of saying that the client is innocent. This illustrates a type of logical fallacy known as circular reasoning. The answer is A." + } + ] + }, + { + "id": "17425", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nI feel like a completely new person now that my fever has broken!\nContext: N/A\nOptions: (A) interrogative (B) declarative (C) exclamatory" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement, and it always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn interrogative sentence is a question, and it always ends with a question mark.\nDo you have any plans for the upcoming weekend?\nAn imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. The answer is C." + } + ] + }, + { + "id": "17430", + "conversations": [ + { + "from": "human", + "value": "Which letter opening is more formal?\nContext: N/A\nOptions: (A) Dear Andy, (B) Dear Mr. Warren," + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship. The answer is B." + } + ] + }, + { + "id": "17431", + "image": "17431\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Carolina?\nContext: N/A\nOptions: (A) Concord (B) Raleigh (C) Jefferson City (D) Charlotte\n" + }, + { + "from": "gpt", + "value": "Raleigh is the capital of North Carolina. The answer is B." + } + ] + }, + { + "id": "17435", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nusing polish to remove tarnish from a silver spoon\na dinosaur bone turning into rock over millions of years\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are only physical changes. (C) Both are caused by cooling. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA tarnished silver spoon is one that has become less shiny over time. Polishing the spoon makes it look shiny again.\nThe polish changes the tarnish into a different type of matter that can be easily wiped away. So, using polish to remove tarnish from silver is a chemical change.\nA dinosaur bone turning into rock is a chemical change. The matter that made up the bone when it was alive begins to break down. Over a long time, a different type of matter starts forming inside small gaps in the bone. The matter is made of minerals from the earth.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "17436", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncasual - coffee\nContext: N/A\nOptions: (A) crackle (B) clutch" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince clutch is between the guide words casual - coffee, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "17438", + "image": "17438\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "17439", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThis movie is so predictable that I'm likely to die of boredom if I keep watching it.\nContext: N/A\nOptions: (A) euphemism (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nDie of boredom is an exaggeration, since it is clear that the speaker is not actually in danger of dying due to boredom. The answer is B." + } + ] + }, + { + "id": "17441", + "conversations": [ + { + "from": "human", + "value": "Which drop of dish soap has less thermal energy?\nContext: Two drops of dish soap are identical except for their temperatures.\nOptions: (A) the colder drop of dish soap (B) the hotter drop of dish soap" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two drops of dish soap are made of the same material and have the same mass. So, the colder drop of dish soap has less thermal energy. The answer is A." + } + ] + }, + { + "id": "17459", + "conversations": [ + { + "from": "human", + "value": "Which phrase has a more negative connotation?\nContext: N/A\nOptions: (A) a nosy person (B) an interested person" + }, + { + "from": "gpt", + "value": "Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.\nFor example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.\nEager has a positive connotation. It is a nice word. An eager person is happy and excited.\nImpatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. A nosy person has a more negative connotation. A nosy person is not polite. Nosy people are too interested in things that are not their business. The answer is A." + } + ] + }, + { + "id": "17464", + "image": "17464\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Solomon Islands (B) Kiribati (C) the Federated States of Micronesia (D) the Marshall Islands\n" + }, + { + "from": "gpt", + "value": "This country is the Federated States of Micronesia. The answer is C." + } + ] + }, + { + "id": "17485", + "image": "17485\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the Burmese python.\nContext: This organism is a Burmese python. Its scientific name is Python bivittatus.\nOptions: (A) Melanoplus bivittatus (B) Lithobates palustris (C) Python bivittatus\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A Burmese python's scientific name is Python bivittatus. The first word of its scientific name is Python.\nThis organism and the Burmese python are in the same genus and the same species! Both organisms have the same scientific name, Python bivittatus.\nLithobates palustris is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates palustris and Python bivittatus are not in the same genus.\nMelanoplus bivittatus and Python bivittatus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Melanoplus bivittatus and Python bivittatus have the same species name within their genus, bivittatus. But the first words of their scientific names are different. Melanoplus bivittatus is in the genus Melanoplus, and Python bivittatus is in the genus Python. The answer is C." + } + ] + }, + { + "id": "17488", + "image": "17488\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nNeptune's volume is more than 50 times as great as that of Earth.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of 50 times the volume of Earth.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth. The answer is A." + } + ] + }, + { + "id": "17493", + "conversations": [ + { + "from": "human", + "value": "Select the cold desert ecosystem.\nContext: N/A\nOptions: (A) This ecosystem has:\na small amount of rain or snow\ndry, thin soil\nlong, cold winters (B) This ecosystem has:\nwarm, wet summers and cold, wet winters\nsoil that is rich in nutrients\nonly a few types of trees (C) This ecosystem has:\nwarm summers and warm winters\na rainy season and a dry season\nsoil that is poor in nutrients" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A cold desert is a type of ecosystem. It has a small amount of rain or snow, dry, thin soil, and long, cold winters.\nChoice 1 is a cold desert ecosystem. It is dry and has long, cold winters. It has a thin layer of soil covering bedrock.\nChoice 2 is a savanna grassland ecosystem. It is covered in grasses and has a dry season and a wet season.\nChoice 3 is a temperate deciduous forest ecosystem. It has warm, wet summers and cold, wet winters. The answer is A." + } + ] + }, + { + "id": "17496", + "image": "17496\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 1. (B) The magnetic force is weaker in Pair 2. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "17500", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nLoose pieces of rock are blown away by wind.\nContext: N/A\nOptions: (A) drought (B) deposition (C) erosion" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "17501", + "image": "17501\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Wisconsin (B) South Carolina (C) Alabama (D) Vermont\n" + }, + { + "from": "gpt", + "value": "The colony is South Carolina. The answer is B." + } + ] + }, + { + "id": "17503", + "image": "17503\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which specific humidity level was measured within the outlined area shown?\nContext: The map below shows humidity in the lower atmosphere on August 1, 2016. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in South America on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division\nOptions: (A) 12 grams of water vapor per kilogram of air (B) 14 grams of water vapor per kilogram of air (C) 21 grams of water vapor per kilogram of air\n" + }, + { + "from": "gpt", + "value": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.\nThe map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg. Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.\nThe legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.\n21 grams of water vapor per kilogram of air is within this range.\n12 and 14 grams of water vapor per kilogram of air are outside of this range. The answer is C." + } + ] + }, + { + "id": "17508", + "image": "17508\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with climbing growth to offspring with bush growth? Choose the most likely ratio.\nContext: This passage describes the growth pattern trait in rose plants:\nClimbing growth and bush growth are different growth patterns in rose plants. Rose plants with climbing growth have long, bendable stems that act like vines. These plants may grow upward to cover fences or walls. Rose plants with bush growth stay near the ground. These plants form low bushes or shrubs.\nIn a group of rose plants, some individuals have climbing growth and others have bush growth. In this group, the gene for the growth pattern trait has two alleles. The allele for bush growth (g) is recessive to the allele for climbing growth (G).\nThis Punnett square shows a cross between two rose plants.\nOptions: (A) 2:2 (B) 0:4 (C) 1:3 (D) 3:1 (E) 4:0\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with climbing growth or bush growth, consider whether each phenotype is the dominant or recessive allele's version of the growth pattern trait. The question tells you that the g allele, which is for bush growth, is recessive to the G allele, which is for climbing growth.\nClimbing growth is the dominant allele's version of the growth pattern trait. A rose plant with the dominant version of the growth pattern trait must have at least one dominant allele for the growth pattern gene. So, offspring with climbing growth must have the genotype GG or Gg.\nThere are 2 boxes in the Punnett square with the genotype GG or Gg. These boxes are highlighted below.\nBush growth is the recessive allele's version of the growth pattern trait. A rose plant with the recessive version of the growth pattern trait must have only recessive alleles for the growth pattern gene. So, offspring with bush growth must have the genotype gg.\nThere are 2 boxes in the Punnett square with the genotype gg. These boxes are highlighted below.\nSo, the expected ratio of offspring with climbing growth to offspring with bush growth is 2:2. This means that, on average, this cross will produce 2 offspring with climbing growth for every 2 offspring with bush growth. The answer is A." + } + ] + }, + { + "id": "17514", + "image": "17514\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Missouri?\nContext: N/A\nOptions: (A) Saint Louis (B) Jefferson City (C) Columbus (D) Kansas City\n" + }, + { + "from": "gpt", + "value": "Jefferson City is the capital of Missouri. The answer is B." + } + ] + }, + { + "id": "17515", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nLatrell lives in a town with hot summers and freezing cold winters.\nContext: N/A\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nLatrell lives in a town with hot summers and freezing cold winters.\nThis passage tells you about the usual temperatures where Latrell lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "17517", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a passenger helicopter?\nContext: Select the best estimate.\nOptions: (A) 3 ounces (B) 3 tons (C) 3 pounds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a passenger helicopter is 3 tons.\n3 ounces and 3 pounds are both too light. The answer is B." + } + ] + }, + { + "id": "17523", + "image": "17523\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Kaeng Krachan National Park ecosystem?\nContext: Figure: Kaeng Krachan National Park.\nKaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand. It is Thailand's largest national park and has many animals, including elephants.\nOptions: (A) It has soil that is poor in nutrients. (B) It has mostly small plants.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is poor in nutrients. It has many different types of organisms. The following statement does not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants. The answer is A." + } + ] + }, + { + "id": "17534", + "conversations": [ + { + "from": "human", + "value": "Which organ pulls on bones to move the body?\nContext: N/A\nOptions: (A) skeleton (B) skin (C) large intestines (D) muscles" + }, + { + "from": "gpt", + "value": " The answer is D." + } + ] + }, + { + "id": "17537", + "image": "17537\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's common name?\nContext: This organism is Gymnothorax funebris. It is also called a green moray eel.\nOptions: (A) Gymnothorax funebris (B) green moray eel\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Gymnothorax funebris is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nGymnothorax funebris is the organism's scientific name. So, you know that green moray eel is the common name. The answer is B." + } + ] + }, + { + "id": "17543", + "image": "17543\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which rhetorical appeal is primarily used in this ad?\nContext: N/A\nOptions: (A) ethos (character) (B) pathos (emotion) (C) logos (reason)\n" + }, + { + "from": "gpt", + "value": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury The ad appeals to logos, or reason, by emphasizing the practical benefits users can expect from the car. The answer is C." + } + ] + }, + { + "id": "17553", + "image": "17553\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Maine (B) Rhode Island (C) Wisconsin (D) North Dakota\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west. The answer is D." + } + ] + }, + { + "id": "17555", + "conversations": [ + { + "from": "human", + "value": "Does the sentence use a simile or a metaphor?\nFrom across the room, Uncle Josh's laughter was booming thunder.\nContext: N/A\nOptions: (A) metaphor (B) simile" + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. From across the room, Uncle Josh's laughter was booming thunder.\nThe words laughter and thunder are compared without the word like or as. So, the sentence uses a metaphor. The answer is A." + } + ] + }, + { + "id": "17556", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word nauseous in its traditional sense?\nContext: N/A\nOptions: (A) The avant-garde artist deftly used neon colors and geometric patterns to create nauseous spirals that forced many viewers to look away after only a few minutes. (B) The avant-garde artist deftly used neon colors and geometric patterns to create disorienting spirals so intense that they caused some viewers to become nauseous just from looking at them." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses nauseous in its traditional sense: causing disgust or nausea.\nThe avant-garde artist deftly used neon colors and geometric patterns to create nauseous spirals that forced many viewers to look away after only a few minutes.\nThe second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.\nThe avant-garde artist deftly used neon colors and geometric patterns to create disorienting spirals so intense that they caused some viewers to become nauseous just from looking at them.\nMost style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "17558", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word unique in its traditional sense?\nContext: N/A\nOptions: (A) Each vase and bowl in Kiera's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style. (B) Kiera's collection of handmade pottery was featured in last week's edition of the Springtown Journal, which identified her as \"one of the most unique young artists to debut this year.\"" + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses unique in its traditional sense: being the only one of its kind.\nEach vase and bowl in Kiera's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style.\nThe second text uses unique in its nontraditional sense: interesting or unusual. Kiera is a distinctive artist, but might not be one of a kind. It may be helpful to remember that if unique is modified by an adverb\u2014as in most unique, very unique, or quite unique\u2014it is probably being used nontraditionally.\nKiera's collection of handmade pottery was featured in last week's edition of the Springtown Journal, which identified her as \"one of the most unique young artists to debut this year.\"\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "17559", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\n\"That fits you well,\" Tony remarked after Bonnie's cap fell over her eyes for the tenth time.\nContext: N/A\nOptions: (A) The cap was too big. (B) The cap was a good fit." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nFits you well ironically suggests that the cap was too big. The cap was falling over Bonnie's eyes, so it didn't fit her well at all. The answer is A." + } + ] + }, + { + "id": "17565", + "image": "17565\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nGold is ().\nContext: The model below represents gold. Gold is a precious metal that is often used to make jewelry.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether gold is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that yellow represents the chemical element with the atomic symbol Au. So, the model shows you that gold is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that gold is composed of only one chemical element. So, gold is an elementary substance. The answer is A." + } + ] + }, + { + "id": "17568", + "conversations": [ + { + "from": "human", + "value": "Choose the poem that uses anaphora.\nContext: From Alexander Posey, \"Autumn\" and from Leonora Speyer, \"Enigma\"\nOptions: (A) It would be easy to forgive,\nIf I could but remember;\nIf I could hear, lost love of mine,\nThe music of your cruelties. (B) In the dreamy silence\nOf the afternoon, a\nCloth of gold is woven\nOver wood and prairie." + }, + { + "from": "gpt", + "value": "Poets often use the sounds of words to create interesting effects and to express moods and emotions. Understanding these elements of poetry can help you better interpret and appreciate poetic forms.\nAnaphora is the repetition of words or sequences of words at the beginning of multiple phrases, sentences, or lines.\nOut of the cradle endlessly rocking,\nOut of the mocking-bird's throat, the musical shuttle,\nOut of the Ninth-month midnight\n\u2014From Walt Whitman, \"Out of the Cradle Endlessly Rocking\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nAssonance is the repetition of vowel sounds. Often, assonance can create rhymes or near-rhymes within lines.\nI wandered lonely as a Cloud\nThat floats on high o'er Vales and Hills,\nWhen all at once I saw a crowd,\nA host of golden Daffodils.\n\u2014From William Wordsworth, \"I Wandered Lonely as a Cloud\"\nMeter is a poem's rhythm, or the pattern of strong and weak syllables. Strong syllables are stressed, while weak syllables are unstressed.\nA poem has an iambic meter when the beat sounds like da-DUM. A weak syllable is followed by a strong syllable. Occasionally, a line may begin with a strong syllable.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nA poem has a trochaic meter when the beat sounds like DUM-da. A strong syllable is followed by a weak syllable. Occasionally, a line may end in a strong syllable.\nBack into the chamber turning, all my soul within me burning,\nSoon again I heard a tapping somewhat louder than before.\n\u2014From Edgar Allen Poe, \"The Raven\"\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern. This poem uses anaphora. It repeats the same word or words at the beginning of multiple lines or phrases.\nThe music of your cruelties. The answer is A." + } + ] + }, + { + "id": "17570", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nThe summers are hot in Kissimmee, Florida.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThe summers are hot in Kissimmee, Florida.\nThis passage tells you about the usual summer temperatures in Kissimmee. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "17577", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nI must have eaten too much of Toby's homemade chili, because now I'm so full I could explode!\nContext: N/A\nOptions: (A) paradox (B) hyperbole" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nSo full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding. The answer is B." + } + ] + }, + { + "id": "17578", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Remy's phenotype for the fur length trait?\nContext: In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.\nRemy, a Syrian hamster from this group, has short fur. Remy has two alleles for short fur.\nOptions: (A) FF (B) short fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Remy's observable version of the fur length trait is short fur. So, Remy's phenotype for the fur length trait is short fur. The answer is B." + } + ] + }, + { + "id": "17595", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Tiny's genotype for the eye color gene?\nContext: In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for brown eyes, and the allele e is for red eyes.\nTiny, a guinea pig from this group, has red eyes. Tiny has two alleles for red eyes.\nOptions: (A) red eyes (B) ee" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Tiny has two alleles for red eyes (e). So, Tiny's genotype for the eye color gene is ee. The answer is B." + } + ] + }, + { + "id": "17599", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Bill went on to calculus after studying trigonometry, but he never fully comprehended it. (B) Bill went on to calculus after studying trigonometry, but he never fully comprehended calculus." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to calculus or trigonometry.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with calculus.\nBill went on to calculus after studying trigonometry, but he never fully comprehended calculus. The answer is A." + } + ] + }, + { + "id": "17600", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a cherry pie at a temperature of 41\u00b0C (B) a cherry pie at a temperature of 34\u00b0C (C) a cherry pie at a temperature of 48\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three cherry pies have the same mass but different temperatures. Since the 48\u00b0C pie is the hottest, it has the most thermal energy. The answer is C." + } + ] + }, + { + "id": "17601", + "image": "17601\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can happen to a sperm and an egg?\nContext: This diagram shows the life cycle of a moss.\nOptions: (A) They can turn into spores. (B) They can fuse and form fertilized eggs.\n" + }, + { + "from": "gpt", + "value": "Moss plants reproduce using both asexual reproduction and sexual reproduction.\nMoss plants use their male and female parts for sexual reproduction. The male parts produce sperm. Moss live in damp environments, and moss sperm can travel through water to the female parts.\nThe sperm fuse with eggs in the female part. This is called fertilization. Self-fertilization happens when a sperm from a moss plant fertilizes an egg from the same plant. Cross-fertilization happens when a sperm from one moss plant fertilizes an egg from a different moss plant.\nThe fertilized egg grows into a thin brown stalk on top of the female part. Each stalk has a small spore capsule at the top. Moss plants use asexual reproduction to make small spores in the capsules. When the capsules open, the spores are released.\nWhen the spores land on the ground, they may germinate and grow into a new moss plant. This new moss plant can produce eggs and sperm and begin the moss life cycle again. A sperm and an egg can fuse to form a fertilized egg. The fertilized egg then grows into a thin brown stalk on top of the female part.\nThe new stalk may make spores, but the sperm and the egg do not turn into spores. The answer is B." + } + ] + }, + { + "id": "17607", + "image": "17607\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is stronger in Pair 1. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "17609", + "image": "17609\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Nauru (B) the Marshall Islands (C) Kiribati (D) Vanuatu\n" + }, + { + "from": "gpt", + "value": "This country is Nauru. The answer is A." + } + ] + }, + { + "id": "17611", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nmelting wax\nrain forming in a cloud\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are chemical changes. (C) Both are caused by cooling. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nMelting wax is a change of state. So, it is a physical change. The wax changes from solid to liquid. But it is still made of the same type of matter.\nRain forming in a cloud is a change of state. So, it is a physical change. Water vapor in the air condenses into tiny droplets of liquid water. These droplets make up a cloud. When there is enough water in the air, the droplets will fall as rain.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nWax melting is caused by heating. But rain forming in a cloud is not.\nBoth are caused by cooling.\nRain begins to form when water vapor in the air becomes liquid water. This is caused by cooling. But melting wax is not. The answer is D." + } + ] + }, + { + "id": "17613", + "image": "17613\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "17617", + "image": "17617\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A pelican is an example of a bird.\nOptions: (A) western toad (B) barn owl\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A barn owl is a bird. It has feathers, two wings, and a beak.\nA western toad is an amphibian. It has moist skin and begins its life in water. The answer is B." + } + ] + }, + { + "id": "17622", + "conversations": [ + { + "from": "human", + "value": "How long is a car key?\nContext: Select the best estimate.\nOptions: (A) 3 miles (B) 3 inches (C) 3 feet (D) 3 yards" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a car key is 3 inches.\n3 feet, 3 yards, and 3 miles are all too long. The answer is B." + } + ] + }, + { + "id": "17637", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nLucy needs a new pair of shoes.\nContext: N/A\nOptions: (A) past tense (B) present tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now. The answer is B." + } + ] + }, + { + "id": "17646", + "conversations": [ + { + "from": "human", + "value": "Suppose Kurt decides to plant the magnolia tree. Which result would be a cost?\nContext: Kurt is deciding whether to plant lilacs or a magnolia tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things.\nOptions: (A) Kurt will get to look at the magnolia tree. He thinks it will look more beautiful than the lilacs would have looked. (B) The magnolia tree will use up more space than the lilacs would have used up." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Kurt wants or needs:\nThe magnolia tree will use up more space than the lilacs would have used up. The answer is B." + } + ] + }, + { + "id": "17652", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this fruit fly's phenotype for the eye color trait?\nContext: In a group of fruit flies, some individuals have red eyes and others have brown eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for red eyes, and the allele e is for brown eyes.\nA certain fruit fly from this group has brown eyes. This fly has two alleles for brown eyes.\nOptions: (A) ee (B) brown eyes" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The fruit fly's observable version of the eye color trait is brown eyes. So, the fly's phenotype for the eye color trait is brown eyes. The answer is B." + } + ] + }, + { + "id": "17654", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nThis is the most beautiful scenery I've ever seen!\nContext: N/A\nOptions: (A) exclamatory (B) declarative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is A." + } + ] + }, + { + "id": "17658", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Madelyn acquired this trait?\nContext: Read the description of a trait.\nMadelyn knows how to fly a plane.\nOptions: (A) Madelyn can fly a plane on cloudy days and at night. (B) A pilot taught Madelyn how to fly a plane. (C) Madelyn is in the Air Force. She flies a plane almost every day." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "17665", + "image": "17665\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "17667", + "image": "17667\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Burlington (B) Indianapolis (C) Honolulu (D) Little Rock\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is C." + } + ] + }, + { + "id": "17668", + "image": "17668\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arizona?\nContext: N/A\nOptions: (A) Tallahassee (B) Cheyenne (C) Honolulu (D) Phoenix\n" + }, + { + "from": "gpt", + "value": "Phoenix is the capital of Arizona. The answer is D." + } + ] + }, + { + "id": "17672", + "image": "17672\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is A." + } + ] + }, + { + "id": "17679", + "image": "17679\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) sample A (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "17686", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nAccording to the Third Amendment, the government cannot force people to keep () in their houses during a time of peace.\nContext: N/A\nOptions: (A) cameras (B) soldiers (C) weapons (D) food" + }, + { + "from": "gpt", + "value": "The Third Amendment says that the government can't force people to keep soldiers in their homes during a time of peace. The amendment says that no soldier shall be \"quartered in any house.\" In this case, \"quartered\" means \"given a place to stay.\" The complete text of the Third Amendment is below. Are there any times when an American might have to let a soldier stay in his or her house? No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. The answer is B." + } + ] + }, + { + "id": "17687", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nJustine's sweater shrank just a bit. It fits her baby sister now.\nContext: N/A\nOptions: (A) understatement (B) apostrophe" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses understatement, which involves deliberately representing something as less serious or important than it really is.\nShrank just a bit is an understatement, since the baby is presumably much smaller than Justine. The answer is A." + } + ] + }, + { + "id": "17688", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nSnowflakes forming in a cloud is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Snowflakes forming in a cloud is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed. The answer is A." + } + ] + }, + { + "id": "17689", + "image": "17689\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Ohio?\nContext: N/A\nOptions: (A) Montgomery (B) Cleveland (C) Cincinnati (D) Columbus\n" + }, + { + "from": "gpt", + "value": "Columbus is the capital of Ohio. The answer is D." + } + ] + }, + { + "id": "17692", + "image": "17692\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Florida?\nContext: N/A\nOptions: (A) Tallahassee (B) Orlando (C) Tampa (D) Oklahoma City\n" + }, + { + "from": "gpt", + "value": "Tallahassee is the capital of Florida. The answer is A." + } + ] + }, + { + "id": "17693", + "image": "17693\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nSilver is ().\nContext: The model below represents silver. Silver is a precious metal that is used to make many items, such as jewelry and coins.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether silver is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that light blue represents the chemical element with the atomic symbol Ag. So, the model shows you that silver is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that silver is composed of only one chemical element. So, silver is an elementary substance. The answer is A." + } + ] + }, + { + "id": "17695", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) The encyclopedia says that chalk is a soft sedimentary rock formed from the skeletons of marine plankton. (B) It says that chalk is a soft sedimentary rock formed from the skeletons of marine plankton." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun it is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the encyclopedia.\nThe encyclopedia says that chalk is a soft sedimentary rock formed from the skeletons of marine plankton. The answer is B." + } + ] + }, + { + "id": "17696", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Robert showed them the error on his receipt, and he received a refund. (B) Robert showed the customer service representatives the error on his receipt, and he received a refund." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the customer service representatives.\nRobert showed the customer service representatives the error on his receipt, and he received a refund. The answer is A." + } + ] + }, + { + "id": "17698", + "image": "17698\\image.png", + "conversations": [ + { + "from": "human", + "value": "After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?\nContext: Look at the table. Then answer the question below.\nOptions: (A) the Elamite Empire (B) the Neo-Sumerian Empire (C) the Babylonian Empire (D) the Akkadian Empire\n" + }, + { + "from": "gpt", + "value": "Look at the table.\nThe abbreviation \"ca.\" stands for the Latin word, circa. Circa means \"about.\" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.\nThe Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn). The answer is C." + } + ] + }, + { + "id": "17703", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear Aunt Laura, (B) dear Aunt Laura," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Aunt Laura is capitalized because it is a proper noun. The answer is A." + } + ] + }, + { + "id": "17707", + "image": "17707\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for swimming?\nContext: s spend much of their lives at sea. They eat mostly fish, which they catch while swimming and diving. The feet of the are adapted for swimming.\nFigure: Atlantic puffin.\nOptions: (A) African crowned eagle (B) California gull\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the Atlantic puffin.\nThe Atlantic puffin has webbed feet. Its feet are adapted for swimming. As it swims, the Atlantic puffin uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe California gull has small claws and webbed feet. Its feet are adapted for swimming.\nThe African crowned eagle has long toes with sharp claws. Its feet are not adapted for swimming. The African crowned eagle uses its feet to grab prey. The answer is B." + } + ] + }, + { + "id": "17713", + "image": "17713\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Asia (B) Antarctica (C) Australia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Asia. The answer is A." + } + ] + }, + { + "id": "17721", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nMary's Boutique claims to have \"something for everyone,\" but it is generally understood that their target market is women of a certain age.\nContext: N/A\nOptions: (A) euphemism (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nOf a certain age is an indirect and generally more polite way of referring to older people. The answer is A." + } + ] + }, + { + "id": "17723", + "image": "17723\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "17726", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) The explorers nervously entered the dark cave. (B) Bert borrowed my book he enjoyed it." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Bert borrowed my book he enjoyed it is a run-on sentence. It has two sentences that are joined without end punctuation: Bert borrowed my book and He enjoyed it. The answer is B." + } + ] + }, + { + "id": "17727", + "image": "17727\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "17752", + "conversations": [ + { + "from": "human", + "value": "Which sentence uses a simile?\nContext: N/A\nOptions: (A) Hakim's eyes are bright green emeralds. (B) Hakim's eyes are as green as emeralds." + }, + { + "from": "gpt", + "value": "Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader. This sentence uses a simile:\nHakim's eyes are as green as emeralds.\nThe words eyes and emeralds are compared using the word as.\nThis sentence uses a metaphor:\nHakim's eyes are bright green emeralds.\nThe words eyes and emeralds are compared without the word like or as. The answer is B." + } + ] + }, + { + "id": "17753", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nA dinosaur bone turning into rock over millions of years is a ().\nContext: N/A\nOptions: (A) chemical change (B) physical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. A dinosaur bone turning into rock is a chemical change. The matter that made up the bone when it was alive begins to break down. Over a long time, a different type of matter starts forming inside small gaps in the bone. The matter is made of minerals from the earth. The answer is A." + } + ] + }, + { + "id": "17754", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nJennifer submitted her suggestions to Dave; now the ball is in his court.\nContext: N/A\nOptions: (A) Dave has some difficult work to do. (B) Dave needs to act next." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom the ball is in his court suggests that Dave needs to act next. In tennis, when the ball is in a player's court, it is that person's turn. The answer is B." + } + ] + }, + { + "id": "17757", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Fred's brother Paul wondered whether Fred ran fast enough to qualify for the Boston Marathon. (B) Fred's brother Paul wondered whether he ran fast enough to qualify for the Boston Marathon." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun he could refer to Fred or Paul.\nThe second answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Fred.\nFred's brother Paul wondered whether Fred ran fast enough to qualify for the Boston Marathon. The answer is B." + } + ] + }, + { + "id": "17763", + "conversations": [ + { + "from": "human", + "value": "What does the simile in this text suggest?\nWhen Lee Mellon finished the apple he smacked his lips together like a pair of cymbals.\n\u2014Richard Brautigan, A Confederate General from Big Sur\nContext: N/A\nOptions: (A) Lee Mellon made a loud noise with his lips. (B) Lee Mellon was a musician." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night. The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like a pair of cymbals suggests that Lee Mellon made a loud noise with his lips. When cymbals are banged together, they make a loud crashing noise. The answer is A." + } + ] + }, + { + "id": "17780", + "image": "17780\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A penguin is an example of a bird.\nOptions: (A) sea otter (B) white stork\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nA white stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals. The answer is B." + } + ] + }, + { + "id": "17784", + "image": "17784\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is B." + } + ] + }, + { + "id": "17785", + "conversations": [ + { + "from": "human", + "value": "Select the bird.\nContext: N/A\nOptions: (A) seahorse (B) Hermann's tortoise (C) loon (D) salmon" + }, + { + "from": "gpt", + "value": "Birds have feathers, two wings, and a beak. A seahorse is a fish. It lives underwater. It has fins, not limbs.\nSeahorses live in shallow, warm water. They can use their tails to hold on to plants.\nA loon is a bird. It has feathers, two wings, and a beak.\nLoons usually live near lakes. They dive in the water to hunt for food.\nA salmon is a fish. It lives underwater. It has fins, not limbs.\nUnlike most other fish, salmon can live in both fresh water and salt water.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell. The answer is C." + } + ] + }, + { + "id": "17790", + "image": "17790\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A." + } + ] + }, + { + "id": "17793", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\n\"Luca's personality is very Jekyll and Hyde,\" Kari told her brother.\nContext: N/A\nOptions: (A) literature (B) U.S. history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel. The answer is A." + } + ] + }, + { + "id": "17797", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nSodium chloride is ().\nContext: Sodium chloride, commonly known as table salt, is used to prevent roads from getting icy. The chemical formula for sodium chloride is NaCl.\nOptions: (A) an elementary substance (B) a compound" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nThe atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one atomic symbol.\nThe atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.\nFor example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple atomic symbols.\nThe chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. You can tell whether sodium chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for sodium chloride, NaCl, contains two atomic symbols: Na for sodium and Cl for chlorine. So, the formula tells you that sodium chloride is composed of two chemical elements bonded together.\nSince sodium chloride is composed of multiple chemical elements bonded together, sodium chloride is a compound. The answer is B." + } + ] + }, + { + "id": "17800", + "conversations": [ + { + "from": "human", + "value": "Suppose Tyler decides to take a trip to Arkansas. Which result would be a cost?\nContext: Tyler is deciding whether to take a trip to Alabama or Arkansas. He wants to enjoy his trip. But he is also trying to save money.\nOptions: (A) Tyler will save some money. Plane tickets for Tyler to get to Arkansas are less expensive than tickets to Alabama. (B) Tyler will give up the chance to go to Alabama. He would have enjoyed a trip to Alabama more than Arkansas." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Tyler wants or needs:\nTyler will give up the chance to go to Alabama. He would have enjoyed a trip to Alabama more than Arkansas. The answer is B." + } + ] + }, + { + "id": "17810", + "conversations": [ + { + "from": "human", + "value": "According to the passage, which statement is true?\nContext: The Legislative Branch is described in Article I of the United States Constitution. Read Section 1 of Article I. Then answer the question.\nAll legislative powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives.\nlegislative: law-making\nvested in: given to\nconsist: be made up of\nOptions: (A) The Congress of the United States makes laws. (B) Congress does not have legislative power." + }, + { + "from": "gpt", + "value": " The answer is A." + } + ] + }, + { + "id": "17818", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word peruse in its traditional sense?\nContext: N/A\nOptions: (A) Edmond perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly. (B) Edmond perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses peruse in its traditional sense: to examine in detail.\nEdmond perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.\nThe first text uses peruse in its nontraditional sense: to look through in a casual manner.\nEdmond perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.\nMost style guides recommend to use the traditional sense of the word peruse because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "17819", + "image": "17819\\image.png", + "conversations": [ + { + "from": "human", + "value": "What grows in a fertilized cone?\nContext: This diagram shows the life cycle of a pine tree.\nOptions: (A) pollen (B) seeds\n" + }, + { + "from": "gpt", + "value": "Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again. Fertilized eggs grow into seeds inside a fertilized cone.\nPollen grows inside male cones, not fertilized cones. The answer is B." + } + ] + }, + { + "id": "17829", + "image": "17829\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) sticky (B) stretchy (C) slippery\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The chocolate milkshake is not stretchy.\nA sticky object can attach or stick to other things. All four objects are sticky.\nA slippery object is hard to hold onto or stand on. The tape is not slippery.\nThe property that all four objects have in common is sticky. The answer is A." + } + ] + }, + { + "id": "17830", + "image": "17830\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Mandy and Troy trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMandy and Troy open their lunch boxes in the school cafeteria. Neither Mandy nor Troy got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nMandy's lunch Troy's lunch\nOptions: (A) Troy can trade his broccoli for Mandy's oranges. (B) Mandy can trade her tomatoes for Troy's carrots. (C) Troy can trade his almonds for Mandy's tomatoes. (D) Mandy can trade her tomatoes for Troy's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nMandy wants broccoli. Troy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "17832", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nI will pack my clothes this afternoon.\nContext: N/A\nOptions: (A) future tense (B) past tense (C) present tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, pack. The verb tells you about something that is going to happen. The answer is A." + } + ] + }, + { + "id": "17833", + "image": "17833\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food chain, the California sea slug is a consumer. Why?\nContext: This diagram shows a food chain from Monterey Bay, an ocean ecosystem on the coast of California.\nOptions: (A) It eats another living thing. (B) It makes its own food.\n" + }, + { + "from": "gpt", + "value": "Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food. In this food chain, the California sea slug is a consumer because it eats another living thing. The California sea slug in this food chain eats the kelp. The answer is A." + } + ] + }, + { + "id": "17841", + "conversations": [ + { + "from": "human", + "value": "Would you find the word bit on a dictionary page with the following guide words?\nbark - belief\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince bit is not between the guide words bark - belief, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "17845", + "image": "17845\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which three months have over 200millimeters of precipitation in Singapore?\nContext: Use the graph to answer the question below.\nOptions: (A) May, June, and July (B) August, September, and October (C) November, December, and January\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Singapore, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nNovember, December, and January each have over 200 millimeters of precipitation. The answer is C." + } + ] + }, + { + "id": "17846", + "image": "17846\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this experiment, which were part of a control group?\nContext: The passage below describes an experiment.\n\nOn winter mornings, Lucia had to scrape the ice off of the windshield and side mirrors of her car. Her friend told her that she should cover her side mirrors with plastic bags overnight to stop ice from forming.\nOne winter night, Lucia secured a plastic bag over one of the side mirrors on her car. She left the other side mirror uncovered. In the morning, she checked the percentage of each mirror that was covered by ice. Lucia repeated this test every night for one week, alternating which mirror she covered each night.\nFigure: a side mirror covered in ice.\nOptions: (A) the uncovered side mirrors (B) the covered side mirrors\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Lucia investigated whether covering side mirrors with plastic bags affects how much ice forms on the mirrors. There were no bags on the uncovered side mirrors. So, they were part of a control group. The answer is A." + } + ] + }, + { + "id": "17857", + "image": "17857\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "17860", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\nDwayne is big-boned, so despite being in middle school, he often shops in the men's department.\nContext: N/A\nOptions: (A) Dwayne is tall for his age. (B) Dwayne is overweight." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism big-boned suggests that Dwayne is overweight. The answer is B." + } + ] + }, + { + "id": "17867", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear ms. peterson, (B) Dear Ms. Peterson," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Ms. Peterson is capitalized because it is a proper noun. The answer is B." + } + ] + }, + { + "id": "17882", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ntease - tomb\nContext: N/A\nOptions: (A) tunnel (B) thirteen" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince thirteen is between the guide words tease - tomb, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "17887", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nRed velvet cupcakes were Deb's Achilles's heel when she was trying to eat more healthily.\nContext: N/A\nOptions: (A) Greek mythology (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Achilles's heel is Greek mythology.\nIn Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.\nThe allusion Achilles's heel means a sole weakness. The answer is A." + } + ] + }, + { + "id": "17899", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\n\"Speak of the devil!\" Tessa declared when Patrick strolled into the room.\nContext: N/A\nOptions: (A) Tessa didn't trust Patrick. (B) Tessa had just been speaking about Patrick." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom speak of the devil suggests that Tessa had just been speaking about Patrick. People say this when the person they've just been speaking about coincidentally arrives, as if summoned. The answer is B." + } + ] + }, + { + "id": "17901", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbending a paper clip\ncutting your fingernails\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are caused by cooling. (C) Both are chemical changes. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter.\nCutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "17903", + "image": "17903\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "17907", + "image": "17907\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) Asia (C) Australia (D) North America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is North America. The answer is D." + } + ] + }, + { + "id": "17908", + "image": "17908\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is older? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) wood (B) palm leaf\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe wood fossil is in a deeper layer in the rock sequence than the palm leaf fossil. So, the wood fossil is most likely older than the palm leaf fossil. The answer is A." + } + ] + }, + { + "id": "17912", + "image": "17912\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a stuffed hippo a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a gas (B) a liquid (C) a solid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A stuffed hippo is a solid. A solid has a size and shape of its own.\nWhen you hold a stuffed hippo in your hands, the stuffed hippo still has a size and shape of its own. The answer is C." + } + ] + }, + { + "id": "17918", + "image": "17918\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Great Victoria Desert ecosystem?\nContext: Figure: Great Victoria Desert.\nThe Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia.\nOptions: (A) It has a small amount of rain. It also has soil that is frozen year-round. (B) It has a small amount of rain. It also has dry, thin soil.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Great Victoria Desert has a small amount of rain. It also has dry, thin soil. The answer is B." + } + ] + }, + { + "id": "17929", + "image": "17929\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Delaware (B) Kentucky (C) New York (D) Vermont\n" + }, + { + "from": "gpt", + "value": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is C." + } + ] + }, + { + "id": "17930", + "image": "17930\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is plagioclase a mineral or a rock?\nContext: Plagioclase has the following properties:\nwhite streak\nfixed crystal structure\npure substance\nnaturally occurring\nnot made by organisms\nsolid\nOptions: (A) rock (B) mineral\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Plagioclase has all the properties of a mineral. So, plagioclase is a mineral. The answer is B." + } + ] + }, + { + "id": "17936", + "image": "17936\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) soft (B) fragile\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The glass is fragile.\nA soft object changes shape when pressed or squeezed. The glass is not soft. The answer is B." + } + ] + }, + { + "id": "17937", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\nAccording to Mr. Joyce's kids, his snoring is as quiet as a jackhammer.\nContext: N/A\nOptions: (A) The snoring is loud. (B) The snoring is subtle." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Joyce's snoring. The answer is A." + } + ] + }, + { + "id": "17943", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nSo, in a nutshell, that's the story of my monthlong trip to Iceland.\nContext: N/A\nOptions: (A) literature (B) U.S. history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion in a nutshell is literature.\nThe ancient Roman scholar Pliny the Elder relayed an unbelievable story in which The Iliad (a poem hundreds of pages long) was written on parchment paper and inserted into the shell of a walnut. William Shakespeare later referenced this story when his character Hamlet uses the phrase \"in a nutshell\" to describe something that is compact.\nThe allusion in a nutshell means in a concise way. The answer is A." + } + ] + }, + { + "id": "17952", + "conversations": [ + { + "from": "human", + "value": "Select the elementary substance.\nContext: N/A\nOptions: (A) krypton (Kr) (B) potassium nitrate (KNO3) (C) sulfur dioxide (SO2)" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for sulfur dioxide contains two symbols: S for sulfur and O for oxygen. So, sulfur dioxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, sulfur dioxide is a compound, not an elementary substance. The chemical formula for krypton contains one symbol: Kr. So, krypton is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, krypton is an elementary substance. The chemical formula for potassium nitrate contains three symbols: K for potassium, N for nitrogen, and O for oxygen. So, potassium nitrate is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, potassium nitrate is a compound, not an elementary substance. The answer is A." + } + ] + }, + { + "id": "17960", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a cement truck?\nContext: Select the best estimate.\nOptions: (A) 22 pounds (B) 22 tons (C) 22 ounces" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a cement truck is 22 tons.\n22 ounces and 22 pounds are both too light. The answer is B." + } + ] + }, + { + "id": "17969", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word unique in its traditional sense?\nContext: N/A\nOptions: (A) Pedro custom ordered his unique coffee table from a master craftsman in Oakdale. (B) Pedro bought his unique coffee table from a factory outlet store in Oakdale." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses unique in its traditional sense: being the only one of its kind.\nPedro custom ordered his unique coffee table from a master craftsman in Oakdale.\nThe second text uses unique in its nontraditional sense: interesting or unusual. Pedro's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.\nPedro bought his unique coffee table from a factory outlet store in Oakdale.\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "17970", + "image": "17970\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) sour (B) bumpy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Look at the object.\nThink about each property.\nA lemon has a sour taste. The popcorn is not sour.\nA bumpy object is covered in lumps and bumps. The popcorn is bumpy. The answer is B." + } + ] + }, + { + "id": "17976", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a blender?\nContext: Select the better estimate.\nOptions: (A) 1 liter (B) 1 milliliter" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a blender is 1 liter.\n1 milliliter is too little. The answer is A." + } + ] + }, + { + "id": "17977", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) The Rocky Mountains stretch from New Mexico to Montana. (B) The prettiest parts of the Rocky Mountains are in the state of Wyoming." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nThe Rocky Mountains stretch from New Mexico to Montana.\nIt can be proved by checking a map of the United States.\nThe second sentence states an opinion.\nThe prettiest parts of the Rocky Mountains are in the state of Wyoming.\nPrettiest shows what a person believes, thinks, or feels. Another person might have a different opinion about where the prettiest parts of the Rocky Mountains are. The answer is A." + } + ] + }, + { + "id": "17979", + "image": "17979\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Honolulu (B) Buffalo (C) Annapolis (D) Saint Louis\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is A." + } + ] + }, + { + "id": "17985", + "conversations": [ + { + "from": "human", + "value": "Suppose Rose decides to join the Theater Club. Which result would be a cost?\nContext: Rose is deciding whether to join the Photography Club or the Theater Club at school. She wants the club she joins to be fun. But she doesn't want it to take up too much time.\nOptions: (A) Rose will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club. (B) Rose will save some time. She would have spent more time in the Photography Club than in the Theater Club." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Rose wants or needs:\nRose will give up the chance to be in the Photography Club. She would have had more fun in the Photography Club than in the Theater Club. The answer is A." + } + ] + }, + { + "id": "17988", + "image": "17988\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Idaho (B) Wyoming (C) Colorado (D) Nevada\n" + }, + { + "from": "gpt", + "value": "This state is Wyoming. The answer is B." + } + ] + }, + { + "id": "17990", + "conversations": [ + { + "from": "human", + "value": "Suppose Bruce decides to bake banana muffins. Which result would be a cost?\nContext: Bruce is deciding whether to bake chocolate muffins or banana muffins. He wants the muffins to be tasty. But he also wants to make a lot of muffins.\nOptions: (A) Bruce will give up the chance to eat chocolate muffins. He thinks chocolate muffins are tastier than banana muffins. (B) Bruce will get to eat more muffins. He can make more banana muffins than chocolate muffins." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Bruce wants or needs:\nBruce will give up the chance to eat chocolate muffins. He thinks chocolate muffins are tastier than banana muffins. The answer is A." + } + ] + }, + { + "id": "17992", + "image": "17992\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Pedro and Oliver trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nPedro and Oliver open their lunch boxes in the school cafeteria. Neither Pedro nor Oliver got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nPedro's lunch Oliver's lunch\nOptions: (A) Oliver can trade his almonds for Pedro's tomatoes. (B) Oliver can trade his broccoli for Pedro's oranges. (C) Pedro can trade his tomatoes for Oliver's carrots. (D) Pedro can trade his tomatoes for Oliver's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nPedro wants broccoli. Oliver wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "17994", + "image": "17994\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in the snow?\nContext: es live in the cold Arctic tundra. The is adapted to be camouflaged in the snow.\nFigure: Arctic fox.\nOptions: (A) naked mole rat (B) ptarmigan\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic fox.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow.\nThe naked mole rat has thin pink skin. It is not adapted to be camouflaged in the snow. The answer is B." + } + ] + }, + { + "id": "17995", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) The park rangers explained to the audience that a muskrat looks like a small beaver with a rat-like tail. (B) They explained to the audience that a muskrat looks like a small beaver with a rat-like tail." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.\nThe first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the park rangers.\nThe park rangers explained to the audience that a muskrat looks like a small beaver with a rat-like tail. The answer is B." + } + ] + }, + { + "id": "18003", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMayor Armstrong wants to create more bicycle lanes in Lakeside. However, many citizens of Lakeside live far from work. It would not be realistic to force us to give up our cars and bike everywhere.\nContext: N/A\nOptions: (A) appeal to nature: the assumption that natural things are always good (B) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (C) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Mayor Armstrong wants people to give up their cars. However, this misrepresents Mayor Armstrong's argument. Mayor Armstrong only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man. The answer is B." + } + ] + }, + { + "id": "18010", + "image": "18010\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Idaho?\nContext: N/A\nOptions: (A) Olympia (B) Saint Louis (C) Cincinnati (D) Boise\n" + }, + { + "from": "gpt", + "value": "Boise is the capital of Idaho. The answer is D." + } + ] + }, + { + "id": "18019", + "conversations": [ + { + "from": "human", + "value": "Would you find the word volley on a dictionary page with the following guide words?\nvain - violet\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince volley is not between the guide words vain - violet, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "18021", + "image": "18021\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Missouri?\nContext: N/A\nOptions: (A) Juneau (B) Chicago (C) Jefferson City (D) Madison\n" + }, + { + "from": "gpt", + "value": "Jefferson City is the capital of Missouri. The answer is C." + } + ] + }, + { + "id": "18029", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a soda bottle cap?\nContext: Select the better estimate.\nOptions: (A) 11 liters (B) 11 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a soda bottle cap is 11 milliliters.\n11 liters is too much. The answer is B." + } + ] + }, + { + "id": "18030", + "image": "18030\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of New Mexico?\nContext: N/A\nOptions: (A) Helena (B) Colorado Springs (C) Santa Fe (D) Albuquerque\n" + }, + { + "from": "gpt", + "value": "Santa Fe is the capital of New Mexico. The answer is C." + } + ] + }, + { + "id": "18036", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ncrushing a mineral into powder\ndry ice sublimating and becoming a gas\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are caused by heating. (C) Both are chemical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCrushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.\nDry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.\nDry ice becoming a gas is a physical change. A change of state does not form a different type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nDry ice sublimating is caused by heating. But crushing a mineral is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is A." + } + ] + }, + { + "id": "18045", + "conversations": [ + { + "from": "human", + "value": "Select the reptile.\nContext: N/A\nOptions: (A) Mojave rattlesnake (B) rabbit (C) American bullfrog (D) ocean sunfish" + }, + { + "from": "gpt", + "value": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A rabbit is a mammal. It has fur and feeds its young milk.\nRabbits live underground in burrows. A group of rabbit burrows is called a warren.\nA Mojave rattlesnake is a reptile. It has scaly, waterproof skin.\nRattlesnakes have fangs they can use to inject venom into their prey.\nAn ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.\nAn American bullfrog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water. The answer is A." + } + ] + }, + { + "id": "18048", + "image": "18048\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for digging?\nContext: s are found in many parts of Europe. They dig and live in burrows. These moles eat earthworms and nuts, which they find in the soil. The feet of the are adapted for digging.\nFigure: European mole.\nOptions: (A) tokay gecko (B) groundhog\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the European mole.\nThe European mole has long, straight claws. Its feet are adapted for digging. The European mole uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for digging. The tokay gecko uses its feet to climb trees and walk on leaves. The answer is B." + } + ] + }, + { + "id": "18053", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Betty acquired this trait?\nContext: Read the description of a trait.\nBetty is good at identifying insects.\nOptions: (A) Betty learned to identify insects by reading many books about insects. (B) Betty likes to look at butterflies and beetles." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "18055", + "image": "18055\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: Strawberry poison frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: strawberry poison frog.\nOptions: (A) gray tree frog (B) Spanish shawl nudibranch\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the strawberry poison frog.\nThe strawberry poison frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the strawberry poison frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators. The answer is B." + } + ] + }, + { + "id": "18064", + "image": "18064\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Pennsylvania?\nContext: N/A\nOptions: (A) Trenton (B) Philadelphia (C) Harrisburg (D) Albany\n" + }, + { + "from": "gpt", + "value": "Harrisburg is the capital of Pennsylvania. The answer is C." + } + ] + }, + { + "id": "18068", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\ncash - crayon\nContext: N/A\nOptions: (A) cunning (B) compose" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince compose is between the guide words cash - crayon, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "18069", + "image": "18069\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) Asia (C) Antarctica (D) South America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is D." + } + ] + }, + { + "id": "18072", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nBeating an egg is a ().\nContext: N/A\nOptions: (A) chemical change (B) physical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Beating an egg is a physical change. Beating an egg mixes together the egg white, egg yolk, and some air. But mixing them together does not form a different type of matter. The answer is B." + } + ] + }, + { + "id": "18073", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Angie inherited this trait?\nContext: Read the description of a trait.\nAngie has naturally black hair.\nOptions: (A) Some people use a hair dryer to straighten their hair. But Angie and her brothers have naturally straight hair. (B) Both of Angie's biological parents have naturally black hair. (C) When she was younger, Angie wore ribbons in her naturally black hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "18077", + "image": "18077\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following was a dependent variable in this experiment?\nContext: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nKamal noticed that some of the footballs his team used during practice were not fully inflated. He wondered whether fully inflated footballs would travel farther than footballs with a lower air pressure.\nTo find out, Kamal collected 20 standard footballs. He fully inflated ten of them to an air pressure of 13 pounds per square inch. He inflated the remaining ten to an air pressure of 10 pounds per square inch. Kamal used to launch a ball across a football field. He measured the distance the football traveled and then launched the next ball. Kamal repeated this with all 20 balls.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: a football launcher.\nOptions: (A) the distance the footballs traveled (B) the air pressure in the footballs\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A." + } + ] + }, + { + "id": "18078", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the mammal traits listed above.\nContext: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:\nThey feed their offspring milk.\nThey have fur or hair. Observe the animals and read the descriptions.\nOptions: (A) Gray tree frogs hatch from eggs without shells. They live underwater when they are tadpoles. They move onto land when they become adults. The moist skin of adult gray tree frogs can be green or gray. The color of their skin helps them hide on rocks or plants. (B) Bengal tigers are one of the world's largest living cats. They have black, white, and orange fur. Female Bengal tigers feed their offspring milk. Male Bengal tigers can be almost twice as large as females!" + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nMammals have the following traits:\nThey feed their offspring milk.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Bengal tiger has the following traits:\nIt feeds its offspring milk.\nIt has hair.\nA Bengal tiger has the traits of a mammal. A Bengal tiger is a mammal.\nA gray tree frog has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA gray tree frog does not have all of the traits of a mammal. A gray tree frog is an amphibian. The answer is B." + } + ] + }, + { + "id": "18086", + "image": "18086\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Cerrado ecosystem?\nContext: Figure: Cerrado.\nThe Cerrado is a savanna grassland ecosystem in Brazil.\nOptions: (A) It has warm summers and warm winters. It also has year-round rain. (B) It has a rainy season and a dry season. It also has soil that is poor in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the Cerrado has a rainy season and a dry season. It also has soil that is poor in nutrients. The answer is B." + } + ] + }, + { + "id": "18088", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Richard investigate with an experiment?\nContext: Richard enjoys feeding the squirrels in his backyard. He notices that they spend a lot of time collecting seeds and nuts. He wonders about what factors affect which foods squirrels choose to collect. So, he decides to design an experiment. He has the following supplies available:\ntwo identical squirrel feeders\na bag of sunflower seeds\na bag of walnuts\na tree to hang the feeders from\nOptions: (A) Do the squirrels eat walnuts from large feeders more often than from small feeders? (B) Which type of tree do the squirrels feed from most often? (C) Do the squirrels select sunflower seeds or walnuts more often?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "18095", + "image": "18095\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the chemical formula for this molecule.\nContext: N/A\nOptions: (A) H3S2 (B) He2S2 (C) H2S (D) H2SN\n" + }, + { + "from": "gpt", + "value": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance. H is the symbol for hydrogen. S is the symbol for sulfur. This ball-and-stick model shows a molecule with two hydrogen atoms and one sulfur atom.\nThe chemical formula will contain the symbols H and S. There are two hydrogen atoms, so H will have a subscript of 2. There is one sulfur atom, so S will not have a subscript.\nThe correct formula is H2 S.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above. The answer is C." + } + ] + }, + { + "id": "18101", + "conversations": [ + { + "from": "human", + "value": "What does the euphemism in this text suggest?\nPerhaps we have been guilty of some terminological inexactitudes.\n\u2014attributed to Winston Churchill\nContext: N/A\nOptions: (A) They made some grammatical errors. (B) They used false or misleading language." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe euphemism terminological inexactitudes suggests that they used false or misleading language. Terminological inexactitudes is an indirect way of referring to language that is purposefully inaccurate or deceptive. The answer is B." + } + ] + }, + { + "id": "18104", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a mustard bottle?\nContext: Select the best estimate.\nOptions: (A) 10 fluid ounces (B) 10 gallons (C) 10 cups" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.\nAs the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.\nA glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. The best estimate for the volume of a mustard bottle is 10 fluid ounces.\n10 cups and 10 gallons are both too much. The answer is A." + } + ] + }, + { + "id": "18105", + "image": "18105\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Missouri?\nContext: N/A\nOptions: (A) Madison (B) Albuquerque (C) Jefferson City (D) Kansas City\n" + }, + { + "from": "gpt", + "value": "Jefferson City is the capital of Missouri. The answer is C." + } + ] + }, + { + "id": "18124", + "conversations": [ + { + "from": "human", + "value": "Select the gas.\nContext: N/A\nOptions: (A) air from a hair dryer (B) tortoise shell (C) caramel sauce (D) pair of dice" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.\nA tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails!\nA pair of dice is a solid. A solid has a size and shape of its own. When you roll a pair of dice, the dice have a shape of their own. They are still cubes when they stop rolling.\nCaramel sauce is a liquid. A liquid takes the shape of any container it is in. If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce will still take up the same amount of space. The answer is A." + } + ] + }, + { + "id": "18127", + "image": "18127\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this pull?\nContext: A student opens her desk drawer. She uses a force to pull out the drawer.\nOptions: (A) toward her hand (B) away from her hand\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The student pulls open her desk drawer. The direction of the pull is toward her hand. The answer is A." + } + ] + }, + { + "id": "18128", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) The California Gold Rush began after gold was discovered in 1848. (B) People who moved to California for gold were greedy." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.\nThe flag of the United States has 13 stripes.\nThis is a fact. It can be proved by looking at the flag and counting the number of stripes.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nThe flag of the United States is easy to draw.\nThis is an opinion. People may have different opinions about what makes a flag \"easy\" to draw. The first sentence states a fact.\nThe California Gold Rush began after gold was discovered in 1848.\nIt can be proved by reading a book about the California Gold Rush.\nThe second sentence states an opinion.\nPeople who moved to California for gold were greedy.\nGreedy shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes someone greedy. The answer is A." + } + ] + }, + { + "id": "18129", + "image": "18129\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Michigan?\nContext: N/A\nOptions: (A) Lansing (B) Providence (C) San Francisco (D) Wilmington\n" + }, + { + "from": "gpt", + "value": "Lansing is the capital of Michigan. The answer is A." + } + ] + }, + { + "id": "18130", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nlever - loan\nContext: N/A\nOptions: (A) lamb (B) liquid" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince liquid is between the guide words lever - loan, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "18131", + "image": "18131\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the peregrine falcon.\nContext: This organism is a peregrine falcon. Its scientific name is Falco peregrinus.\nOptions: (A) Falco peregrinus (B) Strix uralensis (C) Ardea cinerea\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A peregrine falcon's scientific name is Falco peregrinus.\nArdea cinerea does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Ardea cinerea are not in the same species.\nStrix uralensis does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Strix uralensis are not in the same species.\nFalco peregrinus has the same scientific name as a peregrine falcon. So, these organisms are in the same species. The answer is A." + } + ] + }, + { + "id": "18133", + "image": "18133\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nMagnesium is ().\nContext: The model below represents magnesium. Magnesium burns easily in air, so it is often used as a fire starter.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. Use the model to determine whether magnesium is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that green represents the chemical element with the atomic symbol Mg. So, the model shows you that magnesium is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that magnesium is composed of only one chemical element. So, magnesium is an elementary substance. The answer is A." + } + ] + }, + { + "id": "18134", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nYou should never let someone borrow something from you. If you do, then everyone will just start taking your things without asking!\nContext: N/A\nOptions: (A) guilt by association: a negative association intended to discredit someone or something (B) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (C) ad hominem: an attack against the person making the argument, rather than the argument itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that letting one person borrow something from you means that everyone will take your things without asking. However, just because you let one person borrow something from you, it does not necessarily mean everyone will change their behavior toward you. This illustrates a type of logical fallacy known as the slippery slope fallacy. The answer is B." + } + ] + }, + { + "id": "18136", + "image": "18136\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B." + } + ] + }, + { + "id": "18138", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nIt was windy last night at the Northern Kentucky Airport. The wind was blowing in from the southeast.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt was windy last night at the Northern Kentucky Airport. The wind was blowing in from the southeast.\nThis passage tells you about the wind direction at the Kentucky airport last night. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "18146", + "image": "18146\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Mississippi (B) North Carolina (C) Arkansas (D) Louisiana\n" + }, + { + "from": "gpt", + "value": "This state is Arkansas. The answer is C." + } + ] + }, + { + "id": "18149", + "image": "18149\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same species as the moon jellyfish.\nContext: This organism is a moon jellyfish. Its scientific name is Aurelia aurita.\nOptions: (A) Aequorea victoria (B) Aurelia aurita (C) Cyanea capillata\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A moon jellyfish's scientific name is Aurelia aurita.\nAurelia aurita has the same scientific name as a moon jellyfish. So, these organisms are in the same species.\nCyanea capillata does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Cyanea capillata are not in the same species.\nAequorea victoria does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Aequorea victoria are not in the same species. The answer is B." + } + ] + }, + { + "id": "18152", + "image": "18152\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is B." + } + ] + }, + { + "id": "18159", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this tomato plant's phenotype for the leaf type trait?\nContext: This passage describes the leaf type trait in tomato plants:\n\nIn a group of tomato plants, some individuals have regular leaves and others have potato leaves. In this group, the gene for the leaf type trait has two alleles. The allele L is for regular leaves, and the allele l is for potato leaves.\nA certain tomato plant from this group has potato leaves. This plant has two alleles for potato leaves.\nOptions: (A) potato leaves (B) ll" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. The tomato plant's observable version of the leaf type trait is potato leaves. So, the plant's phenotype for the leaf type trait is potato leaves. The answer is A." + } + ] + }, + { + "id": "18166", + "image": "18166\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted for gnawing?\nContext: Marmots eat plant matter, such as leaves, stems, and seeds. They eat by biting off small pieces at a time, or gnawing. The 's mouth is adapted for gnawing.\nFigure: marmot.\nOptions: (A) Damara mole rat (B) aardvark\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the marmot.\nThe marmot has large front teeth. Its mouth is adapted for gnawing. The large front teeth can help the marmot break off pieces of food that it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Damara mole rat has large front teeth. Its mouth is adapted for gnawing.\nThe aardvark has a long tube-shaped mouth and a few, small teeth. Its mouth is not adapted for gnawing. The aardvark uses its mouth to get insects out of holes and burrows. The answer is A." + } + ] + }, + { + "id": "18167", + "image": "18167\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Kermadec Arc ecosystem?\nContext: Figure: Kermadec Arc.\nThe Kermadec Arc is a deep sea ecosystem in the southern Pacific Ocean.\nOptions: (A) It has bright sunlight. It also has organisms that crawl or stick to the ground. (B) It has water at the bottom of the ocean. It also has no sunlight.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the Kermadec Arc has water at the bottom of the ocean. It also has no sunlight. The answer is B." + } + ] + }, + { + "id": "18173", + "image": "18173\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Martina and Kiera's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMartina and Kiera were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if a new batch of concrete was firm enough to use (B) if the concrete from each batch took the same amount of time to dry\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "18184", + "image": "18184\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution B (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is B." + } + ] + }, + { + "id": "18187", + "image": "18187\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the mouflon.\nContext: This organism is a mouflon. Its scientific name is Ovis orientalis.\nOptions: (A) Hystrix cristata (B) Alouatta palliata (C) Ovis aries\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A mouflon's scientific name is Ovis orientalis. The first word of its scientific name is Ovis.\nAlouatta palliata is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta palliata and Ovis orientalis are not in the same genus.\nOvis aries is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis aries and Ovis orientalis are in the same genus.\nHystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Ovis orientalis are not in the same genus. The answer is C." + } + ] + }, + { + "id": "18194", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\npaint - post\nContext: N/A\nOptions: (A) peak (B) principal" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince peak is between the guide words paint - post, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "18196", + "image": "18196\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "18197", + "conversations": [ + { + "from": "human", + "value": "Which word is not like the others?\nContext: N/A\nOptions: (A) clown (B) room (C) king (D) teacher" + }, + { + "from": "gpt", + "value": "Some words are alike. They go together in a group.\nRed, blue, and green go together. They are colors.\nMom, dad, grandma, and grandpa go together. They are people in a family. Teacher, clown, and king go together. They are people. Room is not a person, so it is not like the other words. The answer is B." + } + ] + }, + { + "id": "18202", + "image": "18202\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is weaker in Pair 2. (C) The magnetic force is weaker in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "18212", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nThe number of off-leash dogs I've seen in Salem is completely unacceptable. Let's make our streets safe again by addressing this dog problem, before our city becomes a haven for criminals.\nContext: N/A\nOptions: (A) circular reasoning: an argument that supports a claim with the claim itself (B) red herring: the use of a completely unrelated topic or idea" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that off-leash dogs would somehow cause an increase in crime in Salem. However, these two ideas aren't related. This illustrates a type of logical fallacy known as a red herring. The answer is B." + } + ] + }, + { + "id": "18241", + "conversations": [ + { + "from": "human", + "value": "Which piece of rope has less thermal energy?\nContext: Two 20-gram pieces of rope are identical except for their temperatures.\nOptions: (A) the colder piece of rope (B) the hotter piece of rope" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two pieces of rope are made of the same material and have the same mass. So, the colder piece of rope has less thermal energy. The answer is A." + } + ] + }, + { + "id": "18245", + "image": "18245\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Ichthyornis have? Select the trait you can observe in the drawing.\nContext: This drawing shows the skeleton of an ancient animal called Ichthyornis. This drawing was made by looking at the animal's fossils.\nOptions: (A) fur (B) a long neck\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B." + } + ] + }, + { + "id": "18250", + "conversations": [ + { + "from": "human", + "value": "How long is a diving board?\nContext: Select the best estimate.\nOptions: (A) 10 yards (B) 10 miles (C) 10 feet (D) 10 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a diving board is 10 feet.\n10 inches is too short. 10 yards and 10 miles are too long. The answer is C." + } + ] + }, + { + "id": "18257", + "conversations": [ + { + "from": "human", + "value": "Which object has the least thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a cherry pie at a temperature of 77\u00b0F (B) a cherry pie at a temperature of 106\u00b0F (C) a cherry pie at a temperature of 113\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. All three cherry pies have the same mass but different temperatures. Since the 77\u00b0F pie is the coldest, it has the least thermal energy. The answer is A." + } + ] + }, + { + "id": "18258", + "image": "18258\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the arrows, which of the following organisms is a decomposer?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) earthworm (B) bilberry\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe earthworm does not have arrows pointing from it to other organisms. So, the earthworm is a decomposer.\nThe bilberry has arrows pointing from it. So, the bilberry is not a decomposer. The answer is A." + } + ] + }, + { + "id": "18263", + "conversations": [ + { + "from": "human", + "value": "How long does it take to peel a banana?\nContext: Select the better estimate.\nOptions: (A) 11 minutes (B) 11 seconds" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to peel a banana is 11 seconds.\n11 minutes is too slow. The answer is B." + } + ] + }, + { + "id": "18272", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Perry inherited this trait?\nContext: Read the description of a trait.\nPerry has naturally brown hair.\nOptions: (A) Perry and his biological father have short hair. (B) Perry's biological mother often wears her naturally brown hair in a bun. (C) Perry and his siblings all have naturally straight hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "18273", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word literally in its traditional sense?\nContext: N/A\nOptions: (A) Jayce's new kitten\u2014barely three weeks old\u2014was literally the size of a softball; it could just about fit in the palm of his hand. (B) Jayce's new kitten\u2014barely three weeks old\u2014was literally just a ball of fluff in the palm of his hand." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses literally in its traditional sense: in a factual, non-exaggerated way.\nJayce's new kitten\u2014barely three weeks old\u2014was literally the size of a softball; it could just about fit in the palm of his hand.\nThe first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Jayce's new kitten is not actually just a ball of fluff.\nJayce's new kitten\u2014barely three weeks old\u2014was literally just a ball of fluff in the palm of his hand.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is A." + } + ] + }, + { + "id": "18275", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nwalnut - who\nContext: N/A\nOptions: (A) wink (B) weary" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince weary is between the guide words walnut - who, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "18277", + "image": "18277\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wisconsin?\nContext: N/A\nOptions: (A) Annapolis (B) Lansing (C) Madison (D) Green Bay\n" + }, + { + "from": "gpt", + "value": "Madison is the capital of Wisconsin. The answer is C." + } + ] + }, + { + "id": "18278", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nIt was 24\u00b0C downtown this afternoon.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nIt was 24\u00b0C downtown this afternoon.\nThis passage tells you about the temperature downtown this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "18284", + "image": "18284\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Pacific Ocean (B) the Atlantic Ocean (C) the Arctic Ocean (D) the Southern Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Arctic Ocean. The answer is C." + } + ] + }, + { + "id": "18288", + "image": "18288\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Iowa (B) Arizona (C) Kansas (D) Delaware\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north. The answer is A." + } + ] + }, + { + "id": "18291", + "image": "18291\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for swimming?\nContext: s spend much of their lives at sea. They eat mostly fish, which they catch while swimming and diving. The feet of the are adapted for swimming.\nFigure: Atlantic puffin.\nOptions: (A) platypus (B) spectral tarsier\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the Atlantic puffin.\nThe Atlantic puffin has webbed feet. Its feet are adapted for swimming. As it swims, the Atlantic puffin uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe platypus has webbed feet. Its feet are adapted for swimming.\nThe spectral tarsier has long fingers. Its feet are not adapted for swimming. The spectral tarsier uses its feet for climbing trees. The answer is A." + } + ] + }, + { + "id": "18294", + "image": "18294\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent was involved in the Seven Years' War?\nContext: The French and Indian War took place in North America in the 1750s and 1760s. That war was part of a much larger conflict known as the Seven Years' War. The map below highlights the countries and territories that fought in the Seven Years' War. Use the map to answer the question below.\nOptions: (A) Asia (B) Australia\n" + }, + { + "from": "gpt", + "value": "Look at the map.\nThe map shows that the conflict involved countries and territories throughout Asia, South America, North America, Europe, and Africa. The only continents not involved were Australia, where no Europeans had settled, and Antarctica, where no humans lived.\nThe French and Indian War was part of a global war between rival empires. An empire is a group of places ruled by a central power. At the time, several empires were fighting to become the most powerful in the world. Many historians call this global war the Seven Years' War.\nThe French and Indian War was the part of the Seven Years' War fought in North America. This war led to big changes in the relationship between the Thirteen Colonies and Great Britain. Historians often consider these changes important causes of the American Revolution, which started less than 20 years later. The answer is A." + } + ] + }, + { + "id": "18296", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nIn this election, we've seen the highest voter turnout ever recorded. If you have any doubts about Brad Lloyd's qualifications, just look at how many people have come out to vote for him.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) red herring: the use of a completely unrelated topic or idea" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Brad Lloyd is the most qualified candidate, because so many voters turned out to vote. However, even though many people voted for him, that doesn't necessarily mean that Brad Lloyd is the most qualified candidate. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is A." + } + ] + }, + { + "id": "18303", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nIn this chemical reaction, zinc oxide is a ().\nContext: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.\nMany watches are powered by small, flat batteries called button cells. One common type of button cell contains the metal zinc. When zinc in the battery combines with oxygen in the air, zinc oxide forms. This process generates the electricity that powers the watch.\nOptions: (A) product (B) reactant" + }, + { + "from": "gpt", + "value": "A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.\nIn a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.\nThe original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.\nThe substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.\nSo, in a chemical reaction, reactants go through a chemical change to form products. Read the underlined text carefully. Look for information about what happens to zinc oxide in this chemical reaction.\nMany watches are powered by small, flat batteries called button cells. One common type of button cell contains the metal zinc. When zinc in the battery combines with oxygen in the air, zinc oxide forms. This process generates the electricity that powers the watch.\nThe underlined text tells you that zinc oxide forms when zinc combines with oxygen. Because zinc oxide is produced by this chemical reaction, zinc oxide is a product. The answer is A." + } + ] + }, + { + "id": "18306", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nLeon must not have enjoyed the casserole, or he would have asked for a second serving.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) appeal to nature: the assumption that natural things are always good (C) false dichotomy: an argument that presents only two choices when more options exist" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that if Leon enjoyed the casserole, then he would have eaten more. However, Leon could have enjoyed the casserole without wanting a second serving. This illustrates a type of logical fallacy known as a false dichotomy. The answer is C." + } + ] + }, + { + "id": "18310", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Hobbes's genotype for the fur type gene?\nContext: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele F is for straight fur, and the allele f is for curly fur.\nHobbes, a cat from this group, has straight fur. Hobbes has two alleles for straight fur.\nOptions: (A) straight fur (B) FF" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Hobbes has two alleles for straight fur (F). So, Hobbes's genotype for the fur type gene is FF. The answer is B." + } + ] + }, + { + "id": "18311", + "image": "18311\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is weaker in Pair 2. (C) The magnetic force is weaker in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "18322", + "image": "18322\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) Nebraska (B) Kentucky (C) Arkansas (D) New Mexico\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Kentucky is farthest east. The answer is B." + } + ] + }, + { + "id": "18328", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) clothespin (B) wet paint (C) grape juice" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. The answer is A." + } + ] + }, + { + "id": "18334", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) your nephew,\nFinn (B) Your nephew,\nFinn" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "18336", + "image": "18336\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Ohio?\nContext: N/A\nOptions: (A) Columbus (B) Cleveland (C) Des Moines (D) Springfield\n" + }, + { + "from": "gpt", + "value": "Columbus is the capital of Ohio. The answer is A." + } + ] + }, + { + "id": "18338", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nJen gave me flowers for no reason.\nContext: N/A\nOptions: (A) declarative (B) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence tells about something, and it ends with a period. It is a declarative sentence. The answer is A." + } + ] + }, + { + "id": "18344", + "image": "18344\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) New York City (B) San Antonio (C) Denver (D) St. Louis\n" + }, + { + "from": "gpt", + "value": "The city is St. Louis, Missouri. San Antonio, New York City, and Denver are marked with gray circles on the map below. The answer is D." + } + ] + }, + { + "id": "18349", + "image": "18349\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is better adapted for protection against a predator with sharp teeth?\nContext: Giant pangolins are adapted to defend their bodies against a predator with sharp teeth. They have hard scales covering much of their skin. When frightened, the can roll into a ball to protect the soft parts of its body.\nFigure: giant pangolin.\nOptions: (A) Grant's gazelle (B) nine-banded armadillo\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the giant pangolin.\nThe giant pangolin has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the giant pangolin.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe nine-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.\nThe Grant's gazelle has short fur covering its skin. Its skin is not adapted for protection against predators with sharp teeth. The answer is B." + } + ] + }, + { + "id": "18357", + "conversations": [ + { + "from": "human", + "value": "Suppose Layla decides to make tomato soup. Which result would be a cost?\nContext: Layla is deciding whether to make tomato soup or beef barley soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon.\nOptions: (A) The tomato soup will be tastier than the beef barley soup would have been. (B) Layla will spend more time making the tomato soup than she would have spent making the beef barley soup." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Layla wants or needs:\nLayla will spend more time making the tomato soup than she would have spent making the beef barley soup. The answer is B." + } + ] + }, + { + "id": "18362", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Boxer's genotype for the coat color gene?\nContext: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a reddish-brown coat.\nBoxer, a horse from this group, has a black coat. Boxer has one allele for a black coat and one allele for a reddish-brown coat.\nOptions: (A) Ll (B) a black coat" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Boxer has one allele for a black coat (L) and one allele for a reddish-brown coat (l). So, Boxer's genotype for the coat color gene is Ll. The answer is A." + } + ] + }, + { + "id": "18372", + "conversations": [ + { + "from": "human", + "value": "Suppose Richard decides to plant the palm tree. Which result would be a cost?\nContext: Richard is deciding whether to plant marigolds or a palm tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things.\nOptions: (A) The palm tree will use up more space than the marigolds would have used up. (B) Richard will get to look at the palm tree. He thinks it will look more beautiful than the marigolds would have looked." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Richard wants or needs:\nThe palm tree will use up more space than the marigolds would have used up. The answer is A." + } + ] + }, + { + "id": "18382", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word can in its traditional sense?\nContext: N/A\nOptions: (A) Grace can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols. (B) If Grace prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses can in its traditional sense: to have the ability to.\nGrace can type using a keyboard with a QWERTY layout, but she prefers the Dvorak layout. The two keyboards have different arrangements of letters and symbols.\nThe second text uses can in its nontraditional sense: to have permission to.\nIf Grace prefers a keyboard with the Dvorak layout, she can use mine. In my opinion, it's faster than typing on a keyboard with a QWERTY layout.\nMost style guides recommend to use the traditional sense of the word can because it is considered more standard. The answer is A." + } + ] + }, + { + "id": "18387", + "image": "18387\\image.png", + "conversations": [ + { + "from": "human", + "value": "A baby blue whale is as big as ().\nContext: Read the first part of the passage about blue whales.\nA blue whale is big. It is the biggest animal in the world.\nWhen a blue whale is a new baby, it is as big as a car. When it is older, it is even bigger. It is as long as two school buses put together.\nComplete the sentence.\nOptions: (A) an adult whale (B) a car (C) two buses\n" + }, + { + "from": "gpt", + "value": "The passage says a blue whale is big. The passage says that when a blue whale is a new baby, it is as big as a car. The answer is B." + } + ] + }, + { + "id": "18389", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Sushi's phenotype for the body color trait?\nContext: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele B is for a gray body, and the allele b is for a golden body.\nSushi, a guppy from this group, has a golden body. Sushi has two alleles for a golden body.\nOptions: (A) a golden body (B) bb" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Sushi's observable version of the body color trait is a golden body. So, Sushi's phenotype for the body color trait is a golden body. The answer is A." + } + ] + }, + { + "id": "18395", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two bats. Which bat was moving at a lower speed?\nContext: N/A\nOptions: (A) a bat that moved 40kilometers in 10hours (B) a bat that moved 225kilometers in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the kilometer.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each bat moved and the time it took to move that distance.\nOne bat moved 40 kilometers in 10 hours.\nThe other bat moved 225 kilometers in 10 hours.\nNotice that each bat spent the same amount of time moving. The bat that moved 40 kilometers moved a shorter distance in that time. So, that bat must have moved at a lower speed. The answer is A." + } + ] + }, + { + "id": "18396", + "image": "18396\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this experiment, which were part of a control group?\nContext: The passage below describes an experiment.\n\nJason and his neighbors wanted to attract more woodpeckers to their yards. They read that woodpeckers often eat sunflower seeds. The neighbors wanted to find out if filling their bird feeders with sunflower seeds would increase the number of woodpeckers that visited their yards.\nSo, four of the neighbors filled their feeders with sunflower seeds. Another four neighbors left their feeders empty. Every morning for a month, the neighbors counted the number of woodpeckers they saw in their yards.\nFigure: a woodpecker at a bird feeder.\nOptions: (A) the yards with empty feeders (B) the yards with feeders filled with sunflower seeds\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. In this experiment, Jason and his neighbors investigated whether adding sunflower seeds to bird feeders affects how many woodpeckers visit yards. The yards with empty feeders did not get sunflower seeds. So, they were part of a control group. The answer is A." + } + ] + }, + { + "id": "18405", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two bowhead whales. Which bowhead whale was moving at a lower speed?\nContext: N/A\nOptions: (A) a bowhead whale that moved 25miles in 10hours (B) a bowhead whale that moved 60miles in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each bowhead whale moved and the time it took to move that distance.\nOne bowhead whale moved 25 miles in 10 hours.\nThe other bowhead whale moved 60 miles in 10 hours.\nNotice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 25 miles moved a shorter distance in that time. So, that bowhead whale must have moved at a lower speed. The answer is A." + } + ] + }, + { + "id": "18407", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nThere are usually more days with low air pressure than high air pressure where Diane lives.\nContext: N/A\nOptions: (A) climate (B) weather" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nThere are usually more days with low air pressure than high air pressure where Diane lives.\nAir pressure is caused by the weight of the air in the atmosphere. When the air pressure is low, the sky is usually cloudy. When the air pressure is high, the sky is usually clear.\nThis passage tells you about the usual pattern of air pressure where Diane lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "18412", + "conversations": [ + { + "from": "human", + "value": "Select the liquid.\nContext: N/A\nOptions: (A) plate (B) gold bracelet (C) apple juice (D) tortoise shell" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails!\nApple juice is a liquid. A liquid takes the shape of any container it is in. If you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space.\nA plate is a solid. If someone drops a plate, it may break into pieces. But each piece will still have a size and shape of its own.\nA gold bracelet is a solid. You can wrap a gold bracelet around your wrist. But the bracelet will still have a size and shape of its own. The answer is C." + } + ] + }, + { + "id": "18420", + "image": "18420\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maine?\nContext: N/A\nOptions: (A) Dover (B) Augusta (C) Albany (D) Portland\n" + }, + { + "from": "gpt", + "value": "Augusta is the capital of Maine. The answer is B." + } + ] + }, + { + "id": "18421", + "image": "18421\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "18424", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\neasel - enamel\nContext: N/A\nOptions: (A) event (B) elegant" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince elegant is between the guide words easel - enamel, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "18426", + "conversations": [ + { + "from": "human", + "value": "Ramadan is a special time of year in which religion?\nContext: N/A\nOptions: (A) Islam (B) Christianity (C) Judaism (D) Buddhism" + }, + { + "from": "gpt", + "value": "Ramadan is a special time of year in the religion of Islam. People who practice Islam are called Muslims. The answer is A." + } + ] + }, + { + "id": "18427", + "conversations": [ + { + "from": "human", + "value": "How long is a hiking trail?\nContext: Select the better estimate.\nOptions: (A) 1 yard (B) 1 mile" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?\nThe number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.\nThere are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.\nThere are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. The better estimate for the length of a hiking trail is 1 mile.\n1 yard is too short. The answer is B." + } + ] + }, + { + "id": "18429", + "image": "18429\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is a ballet shoe a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a solid (B) a gas (C) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A ballet shoe is a solid. A solid has a size and shape of its own.\nWhen a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own. The answer is A." + } + ] + }, + { + "id": "18436", + "conversations": [ + { + "from": "human", + "value": "The city of Norwood has been one of the world's biggest makers of cough drops for many years. But last month, Norwood's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops?\nContext: N/A\nOptions: (A) The supply will probably go down. (B) The supply will probably go up." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Norwood. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is A." + } + ] + }, + { + "id": "18440", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of two mountain bikers. Which mountain biker was moving at a lower speed?\nContext: N/A\nOptions: (A) a mountain biker who moved 95miles in 5hours (B) a mountain biker who moved 65miles in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. Look at the distance each mountain biker moved and the time it took to move that distance.\nOne mountain biker moved 65 miles in 5 hours.\nThe other mountain biker moved 95 miles in 5 hours.\nNotice that each mountain biker spent the same amount of time moving. The mountain biker who moved 65 miles moved a shorter distance in that time. So, that mountain biker must have moved at a lower speed. The answer is B." + } + ] + }, + { + "id": "18446", + "image": "18446\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Antigua and Barbuda (B) Jamaica (C) Saint Lucia (D) Saint Kitts and Nevis\n" + }, + { + "from": "gpt", + "value": "This country is Saint Kitts and Nevis. The answer is D." + } + ] + }, + { + "id": "18454", + "image": "18454\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.\nOptions: (A) each vial . . . the surroundings (B) the surroundings . . . each vial\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial. The answer is B." + } + ] + }, + { + "id": "18472", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of the air on a cold, rainy day?\nContext: Select the better estimate.\nOptions: (A) 44\u00b0F (B) 44\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of the air on a cold, rainy day is 44\u00b0F.\n44\u00b0C is too hot. The answer is A." + } + ] + }, + { + "id": "18483", + "image": "18483\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maryland?\nContext: N/A\nOptions: (A) Birmingham (B) Frankfort (C) Annapolis (D) Baltimore\n" + }, + { + "from": "gpt", + "value": "Annapolis is the capital of Maryland. The answer is C." + } + ] + }, + { + "id": "18487", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence so that it uses personification.\nThe car engine () as Mr. Harvey tried to start it in the freezing cold.\nContext: N/A\nOptions: (A) coughed (B) failed" + }, + { + "from": "gpt", + "value": "Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.\nThe trees danced in the wind.\nThe word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. Complete the sentence with the word coughed. It describes the engine as if it were a person who is sick. The answer is A." + } + ] + }, + { + "id": "18492", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Carly looks almost identical to her twin sister Jenny, but she has pierced ears. (B) Carly has pierced ears, but otherwise she looks almost identical to her twin sister Jenny." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun she could refer to Carly or Jenny.\nCarly looks almost identical to her twin sister Jenny, but she has pierced ears.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nCarly has pierced ears, but otherwise she looks almost identical to her twin sister Jenny. The answer is A." + } + ] + }, + { + "id": "18494", + "image": "18494\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA giraffe is an example of a mammal.\nOptions: (A) bull shark (B) yak (C) shoebill (D) eastern newt\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA shoebill is a bird. It has feathers, two wings, and a beak.\nShoebills live in tropical East Africa. Shoebills get their name from their shoe-shaped beaks.\nA yak is a mammal. It has hair and feeds its young milk.\nYaks live in cold places. Their long hair helps keep them warm.\nAn eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water. The answer is B." + } + ] + }, + { + "id": "18499", + "image": "18499\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Brody's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBrody put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Brody checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume? (B) Do steel nails take fewer days to rust in water compared to vinegar?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "18503", + "image": "18503\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can happen to spores after they are released?\nContext: This diagram shows the life cycle of a fern.\nOptions: (A) They can fuse and form a fertilized egg. (B) They can grow into a heart-shaped plant.\n" + }, + { + "from": "gpt", + "value": "Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again. Unlike sperm and eggs, spores do not fuse.\nAfter they are released, spores can land on the ground and germinate. When a spore germinates, it grows into a heart-shaped plant. The answer is B." + } + ] + }, + { + "id": "18506", + "image": "18506\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "18516", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nelectric - ever\nContext: N/A\nOptions: (A) envelope (B) earnest" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince envelope is between the guide words electric - ever, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "18547", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three bicycles. Which bicycle was moving at the highest speed?\nContext: N/A\nOptions: (A) a bicycle that moved 80miles west in 5hours (B) a bicycle that moved 85miles south in 5hours (C) a bicycle that moved 145miles north in 5hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed. Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 5 hours. The bicycle that moved 145 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed. The answer is C." + } + ] + }, + { + "id": "18550", + "image": "18550\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a sheep produced by this cross will be homozygous dominant for the wool color gene?\nContext: In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele for white wool (L) is dominant over the allele for black wool (l).\nThis Punnett square shows a cross between two sheep.\nOptions: (A) 2/4 (B) 1/4 (C) 0/4 (D) 3/4 (E) 4/4\n" + }, + { + "from": "gpt", + "value": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 The answer is C." + } + ] + }, + { + "id": "18559", + "conversations": [ + { + "from": "human", + "value": "Look at the word. Does it have a closed syllable or an open syllable?\nno\nContext: N/A\nOptions: (A) open (B) closed" + }, + { + "from": "gpt", + "value": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word no ends with a vowel and has a long vowel sound. So, it has an open syllable. The answer is A." + } + ] + }, + { + "id": "18560", + "image": "18560\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Asia (C) Africa (D) North America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is C." + } + ] + }, + { + "id": "18562", + "image": "18562\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these continents does the equator intersect?\nContext: N/A\nOptions: (A) Australia (B) Europe (C) Africa\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The equator is the line at 0\u00b0 latitude. It intersects Africa. It does not intersect Australia or Europe. The answer is C." + } + ] + }, + { + "id": "18565", + "conversations": [ + { + "from": "human", + "value": "Which block of concrete has less thermal energy?\nContext: Two 5-kilogram blocks of concrete are identical except for their temperatures.\nOptions: (A) the colder block of concrete (B) the hotter block of concrete" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 1-kilogram brick at 70\u00b0F has half as much thermal energy as a 2-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy. The two blocks of concrete are made of the same material and have the same mass. So, the colder block of concrete has less thermal energy. The answer is A." + } + ] + }, + { + "id": "18571", + "conversations": [ + { + "from": "human", + "value": "Read the following excerpt from a student essay. How can the writer best improve his or her ideas and development?\nWhy is smoking cigarettes bad for your health? Cigarettes contain poisonous substances like carbon monoxide and tar, which can harm every part of your body. Smoking causes heart disease and damages your blood vessels. Eating a diet high in fat, sugar, and salt can also lead to heart disease. A lack of exercise contributes to heart disease, too. Smoking damages your lungs and can cause breathing problems or lung cancer. In fact, it can cause cancer in any organ in your body.\nContext: N/A\nOptions: (A) by stating the main idea clearly (B) by focusing on one main idea" + }, + { + "from": "gpt", + "value": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her ideas and development by focusing on one main idea.\nFor example, the writer could remove the underlined text to focus only on the reasons why smoking cigarettes is bad for your health.\nWhy is smoking cigarettes bad for your health? Cigarettes contain poisonous substances like carbon monoxide and tar, which can harm every part of your body. Smoking causes heart disease and damages your blood vessels. Eating a diet high in fat, sugar, and salt can also lead to heart disease. A lack of exercise contributes to heart disease, too. Smoking damages your lungs and can cause breathing problems or lung cancer. In fact, it can cause cancer in any organ in your body. The answer is B." + } + ] + }, + { + "id": "18572", + "image": "18572\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is stronger in Pair 1. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "18576", + "image": "18576\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is A." + } + ] + }, + { + "id": "18586", + "image": "18586\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the New England Seamount Chain ecosystem?\nContext: Figure: New England Seamount Chain.\nThe New England Seamount Chain is a deep sea ecosystem in the northern Atlantic Ocean.\nOptions: (A) It has water at the bottom of the ocean. It also has no sunlight. (B) It has shallow water. It also has organisms that crawl or stick to the ground.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the New England Seamount Chain has water at the bottom of the ocean. It also has no sunlight. The answer is A." + } + ] + }, + { + "id": "18588", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nMaria throws the ball into the hoop.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, throws. The verb ends in -s and tells you about something that is true or happening now. The answer is A." + } + ] + }, + { + "id": "18609", + "image": "18609\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nJupiter's volume is more than 1,000 times that of Earth.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.\nThen compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth. The answer is B." + } + ] + }, + { + "id": "18617", + "image": "18617\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Vermont (B) Maine (C) Alabama (D) Pennsylvania\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is D." + } + ] + }, + { + "id": "18627", + "image": "18627\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A peregrine falcon is an example of a bird.\nOptions: (A) red-tailed hawk (B) tiger shark\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A tiger shark is a fish. It lives underwater. It has fins, not limbs.\nTiger sharks are nocturnal. This means that they are active mostly at night.\nA red-tailed hawk is a bird. It has feathers, two wings, and a beak.\nRed-tailed hawks use their sharp beaks to hunt small mammals, birds, fish, and reptiles. The answer is A." + } + ] + }, + { + "id": "18632", + "image": "18632\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) salty (B) stretchy (C) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The potato chips and the pretzel are not stretchy.\nPotato chips have a salty taste. All four objects are salty.\nYou can see clearly through a transparent object. The potato chips, the pretzel, and the fries are not transparent.\nThe property that all four objects have in common is salty. The answer is A." + } + ] + }, + { + "id": "18651", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) don't Let the Turkeys Get You Down (B) Don't Let the Turkeys Get You Down" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word the is not important, so it should not be capitalized.\nThe correct title is Don't Let the Turkeys Get You Down. The answer is B." + } + ] + }, + { + "id": "18658", + "image": "18658\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of South Carolina?\nContext: N/A\nOptions: (A) Lincoln (B) Springfield (C) Biloxi (D) Columbia\n" + }, + { + "from": "gpt", + "value": "Columbia is the capital of South Carolina. The answer is D." + } + ] + }, + { + "id": "18659", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nmelt - myself\nContext: N/A\nOptions: (A) maple (B) midnight" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince midnight is between the guide words melt - myself, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "18660", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word travesty in its traditional sense?\nContext: N/A\nOptions: (A) Doug realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade. (B) Doug's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.\nDoug's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.\nThe second text uses travesty in its nontraditional sense: a disappointment or a tragedy.\nDoug realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.\nMost style guides recommend to use the traditional sense of the word travesty because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "18662", + "image": "18662\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these cities is marked on the map?\nContext: N/A\nOptions: (A) New York City (B) Washington, D.C. (C) Philadelphia (D) Boston\n" + }, + { + "from": "gpt", + "value": "The city is Philadelphia, Pennsylvania. New York City, Boston, and Washington, D.C., are marked with gray circles on the map below. The answer is C." + } + ] + }, + { + "id": "18673", + "conversations": [ + { + "from": "human", + "value": "What does the allusion in this text suggest?\nWith the gutters clogged and water rising in the streets, Marcy, who was watching the storm from her window, commented, \"We're going to need an ark to get out of here.\"\nContext: N/A\nOptions: (A) Marcy thinks the storm will cause major flooding. (B) Marcy wants to protect her possessions." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion to an ark suggests that Marcy thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds. The answer is A." + } + ] + }, + { + "id": "18675", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the amphibian traits listed above.\nContext: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells. Observe the animals and read the descriptions.\nOptions: (A) Chinese alligators live in lakes and streams in eastern China. They lay eggs with shells and live in underground burrows in the winter. Chinese alligators have scaly, waterproof skin. (B) Green toads have moist skin and hatch from eggs with no shells. The tadpoles begin their lives underwater, while adult toads live on land. Some adult green toads live in dry places such as deserts. They stay underground until it rains so their skin won't dry out." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nAmphibians have the following traits:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA green toad has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA green toad has the traits of an amphibian. A green toad is an amphibian.\nA Chinese alligator has the following traits:\nIt has scaly, waterproof skin.\nIt makes eggs with shells.\nA Chinese alligator does not have all of the traits of an amphibian. A Chinese alligator is a reptile. The answer is B." + } + ] + }, + { + "id": "18682", + "image": "18682\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Maryland (B) North Carolina (C) Delaware (D) Virginia\n" + }, + { + "from": "gpt", + "value": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is D." + } + ] + }, + { + "id": "18686", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Damon inherited this trait?\nContext: Read the description of a trait.\nDamon has blue eyes.\nOptions: (A) Damon likes to wear a blue sweater to match his blue eyes. (B) Damon's mother has blue eyes. She passed this trait down to Damon." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "18687", + "image": "18687\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs. A catfish is an example of a fish.\nOptions: (A) European green toad (B) great white shark\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA European green toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole. The answer is B." + } + ] + }, + { + "id": "18689", + "image": "18689\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nSaturn's volume is more than 50% of Jupiter's volume.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of 50% of Jupiter's volume by multiplying Jupiter's volume by 0.5.\nThen compare the result to the volume of Saturn. The volume of Saturn is 827,130 billion km^3, which is more than 715,640 billion km^3. So, Saturn's volume is more than 50% of Jupiter's volume. The answer is B." + } + ] + }, + { + "id": "18703", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAs Herman sat down on the rickety old chair, it abruptly collapsed beneath him.\nContext: N/A\nOptions: (A) compound (B) complex (C) simple (D) compound-complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Herman sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B." + } + ] + }, + { + "id": "18707", + "image": "18707\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the tide pool ecosystems in Monta\u00f1a De Oro State Park?\nContext: Figure: Monta\u00f1a De Oro State Park.\nMonta\u00f1a De Oro State Park is in California. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.\nOptions: (A) It has daily flooding and draining of seawater. It also has water that is rich in nutrients. (B) It has no sunlight. It also has daily flooding and draining of seawater.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Monta\u00f1a De Oro State Park have daily flooding and draining of seawater. They also have water that is rich in nutrients. The answer is A." + } + ] + }, + { + "id": "18714", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nRaymond reads an exciting mystery story.\nContext: N/A\nOptions: (A) present tense (B) future tense (C) past tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, reads. The verb ends in -s and tells you about something that is true or happening now. The answer is A." + } + ] + }, + { + "id": "18716", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) Native gold is not made by living things. It is a pure substance. (B) Galena is not made by living things. It is formed in nature. (C) Soap is made in a factory. It is a solid." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nSoap is made in a factory. But all minerals are formed in nature.\nSo, soap is not a mineral.\nGalena is a mineral.\nNative gold is a mineral. The answer is C." + } + ] + }, + { + "id": "18718", + "conversations": [ + { + "from": "human", + "value": "Select the animal.\nContext: N/A\nOptions: (A) Sheep eat plants. (B) Chili peppers have green leaves. (C) Fir trees have green leaves. (D) Tulips have a green stem." + }, + { + "from": "gpt", + "value": "Plants and animals are living things. Living things are called organisms.\nPlants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.\nAnimals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. A fir tree is a plant. It has green leaves.\nThe leaves of fir trees are called needles.\nA chili pepper is a plant. It has many green leaves.\nChili peppers give food a spicy flavor.\nA sheep is an animal. It eats plants.\nPeople raise sheep for their fur, meat, and milk.\nA tulip is a plant. It has a green stem.\nTulips grow best in cool, dry places. The answer is A." + } + ] + }, + { + "id": "18722", + "image": "18722\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's neck is also adapted for reaching high branches?\nContext: Giraffes eat leaves and twigs. The 's neck is adapted for reaching branches that are high above the ground.\nFigure: giraffe.\nOptions: (A) black-tailed jackrabbit (B) gerenuk\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the giraffe.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe gerenuk has a long neck. Its neck is adapted for reaching high branches.\nThis black-tailed jackrabbit has a short neck. Its neck is not adapted for reaching high branches. The black-tailed jackrabbit eats mostly grasses and shrubs. The answer is B." + } + ] + }, + { + "id": "18723", + "conversations": [ + { + "from": "human", + "value": "Would you find the word gravy on a dictionary page with the following guide words?\ngale - giraffe\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince gravy is not between the guide words gale - giraffe, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "18739", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nIn the darkness, Kimi strained her eyes.\nContext: N/A\nOptions: (A) past tense (B) present tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in past tense. You can tell because it uses a past-tense verb, strained. The verb ends in -ed and tells you about something that has already happened. The answer is A." + } + ] + }, + { + "id": "18743", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word factoid in its traditional sense?\nContext: N/A\nOptions: (A) As a geneticist, Janet enjoys watching science documentaries and sharing various factoids she's learned with her colleagues. (B) As a geneticist, Janet dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses factoid in its traditional sense: something made up presented as a true fact.\nAs a geneticist, Janet dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.\nThe second text uses factoid in its nontraditional sense: a trivial but true fact.\nAs a geneticist, Janet enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.\nMost style guides recommend to use the traditional sense of the word factoid because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "18752", + "image": "18752\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Bella and Darnell trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBella and Darnell open their lunch boxes in the school cafeteria. Neither Bella nor Darnell got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nBella's lunch Darnell's lunch\nOptions: (A) Darnell can trade his broccoli for Bella's oranges. (B) Darnell can trade his almonds for Bella's tomatoes. (C) Bella can trade her tomatoes for Darnell's carrots. (D) Bella can trade her tomatoes for Darnell's broccoli.\n" + }, + { + "from": "gpt", + "value": "Look at the table and images.\nBella wants broccoli. Darnell wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D." + } + ] + }, + { + "id": "18753", + "conversations": [ + { + "from": "human", + "value": "Which is a sentence fragment?\nContext: N/A\nOptions: (A) Devin's favorite season is fall it is cool outside. (B) Goes on a big adventure." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Goes on a big adventure is a sentence fragment. It is missing a subject. The answer is B." + } + ] + }, + { + "id": "18763", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\n\"Mateo's personality is very Jekyll and Hyde,\" Julia told her brother.\nContext: N/A\nOptions: (A) literature (B) a song" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel. The answer is A." + } + ] + }, + { + "id": "18765", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Mabel's phenotype for the xeroderma pigmentosum trait?\nContext: This passage describes the xeroderma pigmentosum trait in humans:\n\nIn a group of humans, some individuals have xeroderma pigmentosum and others do not. In this group, the gene for the xeroderma pigmentosum trait has two alleles. The allele E is for not having xeroderma pigmentosum, and the allele e is for having xeroderma pigmentosum.\nMabel, a human from this group, has xeroderma pigmentosum. Mabel has two alleles for having xeroderma pigmentosum.\nOptions: (A) having xeroderma pigmentosum (B) ee" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Mabel's observable version of the xeroderma pigmentosum trait is having xeroderma pigmentosum. So, Mabel's phenotype for the xeroderma pigmentosum trait is having xeroderma pigmentosum. The answer is A." + } + ] + }, + { + "id": "18775", + "conversations": [ + { + "from": "human", + "value": "Would you find the word jeep on a dictionary page with the following guide words?\njar - jut\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince jeep is between the guide words jar - jut, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "18779", + "image": "18779\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Asia (B) Africa (C) Antarctica (D) Australia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is Africa. The answer is B." + } + ] + }, + { + "id": "18786", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThe Murray family is going to spend two weeks in Ocean City, but for Kyle it will be a working vacation, since he'll be checking in with the office every day.\nContext: N/A\nOptions: (A) euphemism (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nWorking vacation is a contradiction, because going on a vacation implies that you are taking a break from work. The answer is B." + } + ] + }, + { + "id": "18787", + "image": "18787\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Indiana?\nContext: N/A\nOptions: (A) Norfolk (B) Columbus (C) Topeka (D) Indianapolis\n" + }, + { + "from": "gpt", + "value": "Indianapolis is the capital of Indiana. The answer is D." + } + ] + }, + { + "id": "18792", + "image": "18792\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these continents does the prime meridian intersect?\nContext: N/A\nOptions: (A) South America (B) Asia (C) Africa\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect Asia or South America. The answer is C." + } + ] + }, + { + "id": "18795", + "image": "18795\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) colorful (B) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The water is transparent.\nA colorful object has one or more bright colors. The water is not colorful. The answer is B." + } + ] + }, + { + "id": "18796", + "image": "18796\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Colette and Alexandra's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nColette and Alexandra were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.\nOptions: (A) if a new batch of concrete was firm enough to use (B) if the concrete from each batch took the same amount of time to dry\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "18803", + "conversations": [ + { + "from": "human", + "value": "Is there a surplus or a shortage of new cars?\nContext: A car dealership has 20 brand-new cars. Each car costs $28,000. At that price, there are 40 people who want to buy one.\nOptions: (A) surplus (B) shortage" + }, + { + "from": "gpt", + "value": "There is a surplus if there is too much for sale at a given price.\nThere is a shortage if there is not enough for sale at a given price.\nSurpluses and shortages usually happen when people who are selling goods or services charge too much or too little.\nWhen the price is too high, consumers will not want to buy much of the good or service. The quantity demanded will be less than the quantity supplied. So, there will be a surplus.\nWhen the price is too low, too many consumers will want to buy the good or service. The quantity demanded will be more than the quantity supplied. So, there will be a shortage. At the current price, there are not enough cars for sale. There are 20 cars for sale, but 40 people want to buy one.\nSo, there is a shortage of cars. The answer is B." + } + ] + }, + { + "id": "18812", + "image": "18812\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Tennessee (B) North Carolina (C) Rhode Island (D) Georgia\n" + }, + { + "from": "gpt", + "value": "The colony is Rhode Island. The answer is C." + } + ] + }, + { + "id": "18814", + "image": "18814\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Laramie (B) Cheyenne (C) Denver (D) Salt Lake City\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is B." + } + ] + }, + { + "id": "18816", + "conversations": [ + { + "from": "human", + "value": "In which place are cows, horses, and other livestock more common?\nContext: N/A\nOptions: (A) a rural area (B) a suburban area" + }, + { + "from": "gpt", + "value": "People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.\nAn urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\nA suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.\nA rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.\nSome places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. Cows, horses, and other livestock are more common in rural areas. They need a lot of open space. Rural areas have a lot of open space. There aren't many buildings or people. The answer is A." + } + ] + }, + { + "id": "18822", + "image": "18822\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Australia (B) Asia (C) North America (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is A." + } + ] + }, + { + "id": "18841", + "image": "18841\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Audrey's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Audrey was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Audrey gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nOptions: (A) whether different types of bacteria would need different nutrients to produce insulin (B) whether producing more insulin would help the bacteria grow faster (C) whether she added enough nutrients to help the bacteria produce 20% more insulin\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "18846", + "image": "18846\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alaska?\nContext: N/A\nOptions: (A) Salem (B) Helena (C) Anchorage (D) Juneau\n" + }, + { + "from": "gpt", + "value": "Juneau is the capital of Alaska. The answer is D." + } + ] + }, + { + "id": "18858", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Queenie's phenotype for the cheek color trait?\nContext: In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele R is for bright orange cheeks, and the allele r is for pale orange cheeks.\nQueenie, a cockatiel from this group, has bright orange cheeks. Queenie has two alleles for bright orange cheeks.\nOptions: (A) bright orange cheeks (B) RR" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Queenie's observable version of the cheek color trait is bright orange cheeks. So, Queenie's phenotype for the cheek color trait is bright orange cheeks. The answer is A." + } + ] + }, + { + "id": "18864", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) dear Reggie, (B) Dear Reggie," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first greeting is correct:\nIts first word is capitalized, and it ends with a comma. Reggie is capitalized because it is a proper noun. The answer is B." + } + ] + }, + { + "id": "18873", + "image": "18873\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Dominican Republic.\nThe Dominican Republic has lush, green forests and beautiful beaches. A biologist studying insects noticed that it was cooler in the forest than at the beach for most of last week.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nThe Dominican Republic has lush, green forests and beautiful beaches. A biologist studying insects noticed that it was cooler in the forest than at the beach for most of last week.\nThe underlined part of the passage tells you about last week's temperature in the Dominican Republic. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is B." + } + ] + }, + { + "id": "18876", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Erin inherited this trait?\nContext: Read the description of a trait.\nErin has brown eyes.\nOptions: (A) Erin's hair is the same color as her brown eyes. (B) Erin's father has brown eyes. He passed this trait down to Erin." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "18885", + "image": "18885\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Cape Breton Highlands National Park ecosystem?\nContext: Figure: Cape Breton Highlands National Park.\nCape Breton Highlands National Park is a taiga ecosystem in eastern Canada.\nOptions: (A) It has short, cool summers. It also has soil that is rich in nutrients. (B) It has many evergreen trees. It also has soil that is poor in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Cape Breton Highlands National Park has many evergreen trees. It also has soil that is poor in nutrients. The answer is B." + } + ] + }, + { + "id": "18889", + "image": "18889\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "18892", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\ncutting an apple\na sidewalk heating up in the sun\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by cooling. (C) Both are caused by heating. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nCutting an apple is a physical change. The apple gets a different shape. But it is still made of the same type of matter as the uncut apple.\nA sidewalk heating up in the sun is a physical change. The temperature of the sidewalk goes up, but the sidewalk is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nA sidewalk getting warm in the sun is caused by heating. But cutting an apple is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "18895", + "image": "18895\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's feet are also adapted for swimming?\nContext: Black-bellied whistling ducks live near lakes and streams in North America. They find most of their food in shallow water. The feet of the are adapted for swimming.\nFigure: black-bellied whistling duck.\nOptions: (A) spectral tarsier (B) common guillemot\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the black-bellied whistling duck.\nThe black-bellied whistling duck has webbed feet. Its feet are adapted for swimming. As it swims, the black-bellied whistling duck uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe common guillemot has webbed feet. Its feet are adapted for swimming.\nThe spectral tarsier has long fingers. Its feet are not adapted for swimming. The spectral tarsier uses its feet for climbing trees. The answer is B." + } + ] + }, + { + "id": "18896", + "image": "18896\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these two objects have in common?\nContext: Select the better answer.\nOptions: (A) bouncy (B) colorful\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA colorful object has one or more bright colors. The spring is not colorful.\nA bouncy object will bounce back from the floor if you drop it. Both objects are bouncy.\nThe property that both objects have in common is bouncy. The answer is A." + } + ] + }, + { + "id": "18906", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAnita and Finn had met before through mutual friends, but they had never been alone together until their first date.\nContext: N/A\nOptions: (A) hyperbole (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nAlone together is a contradiction, because being alone means by yourself, but together means with someone else. The answer is B." + } + ] + }, + { + "id": "18907", + "image": "18907\\image.png", + "conversations": [ + { + "from": "human", + "value": "Based on the event chain, which was written first?\nContext: This event chain shows some main events from the American Revolution.\nOptions: (A) the Declaration of Independence (B) the Constitution\n" + }, + { + "from": "gpt", + "value": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing. An event chain uses arrows to show the order of events. This event chain shows some main events from the American Revolution.\nFollow the arrows to see the order of events. The second box says The Declaration of Independence is written and the fourth box says The Constitution is written. So, the Declaration of Independence was written first. The answer is A." + } + ] + }, + { + "id": "18915", + "conversations": [ + { + "from": "human", + "value": "Imagine you are the ruler of Spain. You are determined to trade in the Indian Ocean, but the Portuguese are blocking you from sending expeditions around Africa. What would be the best solution to this problem?\nContext: While the Portuguese were working their way around the coast of Africa, other European countries, such as Spain, also wanted to trade in the Indian Ocean. But Portugal already controlled sea trade along the West African coast. In fact, the rulers of Spain had signed a treaty agreeing not to trade there.\nOptions: (A) break the treaty and start an expensive war (B) give up and focus instead on trade in Europe (C) look for other routes to the Indian Ocean" + }, + { + "from": "gpt", + "value": "The Portuguese blocked Spanish expeditions by preventing them from sailing around Africa. For the ruler of Spain, the best solution to this problem would be to look for other routes to the Indian Ocean. Going to war with Portugal's strong navy would be costly and risky. Giving up would mean that Spain would lose out on the opportunity to become wealthy from the spice trade.\nThis map shows the ports that Portugal controlled in Africa by 1492. Portugal made sailing around Africa a real challenge for other Europeans! The answer is C." + } + ] + }, + { + "id": "18919", + "conversations": [ + { + "from": "human", + "value": "Would you find the word rampart on a dictionary page with the following guide words?\nreach - risk\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince rampart is not between the guide words reach - risk, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "18920", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this common carp's genotype for the scale type gene?\nContext: This passage describes the scale type trait in common carp:\n\nIn a group of common carp, some individuals have normal scales and others have mirror scales. In this group, the gene for the scale type trait has two alleles. The allele A is for normal scales, and the allele a is for mirror scales.\nA certain common carp from this group has normal scales. This carp has one allele for normal scales and one allele for mirror scales.\nOptions: (A) normal scales (B) Aa" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The common carp has one allele for normal scales (A) and one allele for mirror scales (a). So, the carp's genotype for the scale type gene is Aa. The answer is B." + } + ] + }, + { + "id": "18935", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nLast night's play-off in the semifinals proved to be the team's Waterloo.\nContext: N/A\nOptions: (A) a song (B) history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Waterloo is history.\nIn 1815, French emperor Napoleon suffered a devastating defeat in the Battle of Waterloo, which would prove to be his final battle before he abdicated the throne.\nThe allusion Waterloo means a final defeat. The answer is B." + } + ] + }, + { + "id": "18936", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Linda inherited this trait?\nContext: Read the description of a trait.\nLinda has green eyes.\nOptions: (A) Linda and her biological father wear sunglasses when they go outside. (B) Linda's neighbor has green eyes. (C) Linda has green eyes like her biological mother." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "18937", + "image": "18937\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is A." + } + ] + }, + { + "id": "18949", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Zelda's phenotype for the coat pattern trait?\nContext: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for solid coloring (A) is dominant over the allele for white spots (a).\nZelda is a cow from this group. Zelda has the homozygous genotype aa for the coat pattern gene.\nOptions: (A) solid coloring (B) white spots" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Zelda's genotype for the coat pattern gene is aa. Zelda's genotype of aa has only a alleles. The a allele is for white spots. So, Zelda's phenotype for the coat pattern trait must be white spots.\nTo check this answer, consider whether Zelda's alleles are dominant or recessive. The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.\nZelda's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Zelda's phenotype for the coat pattern trait must be white spots. The answer is B." + } + ] + }, + { + "id": "18973", + "image": "18973\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Death Valley ecosystem?\nContext: Figure: Death Valley.\nDeath Valley is a desert ecosystem in eastern California.\nOptions: (A) It has dry, thin soil. It also has many different types of organisms. (B) It has a small amount of rain. It also has only a few types of organisms.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, Death Valley has dry, thin soil. It also has many different types of organisms. The answer is A." + } + ] + }, + { + "id": "18985", + "image": "18985\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Kitts and Nevis (B) Saint Lucia (C) Trinidad and Tobago (D) Antigua and Barbuda\n" + }, + { + "from": "gpt", + "value": "This country is Saint Kitts and Nevis. The answer is A." + } + ] + }, + { + "id": "18994", + "image": "18994\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "19002", + "image": "19002\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wyoming?\nContext: N/A\nOptions: (A) Salem (B) Olympia (C) Laramie (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Cheyenne is the capital of Wyoming. The answer is D." + } + ] + }, + { + "id": "19016", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) Freedom of speech and trial by jury are two important rights in the United States Constitution. (B) First, Trent planted the geraniums in a clay pot, and then he placed the pot on a sunny windowsill in his kitchen." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.\nFirst, Trent planted the geraniums in a clay pot, and then he placed the pot on a sunny windowsill in his kitchen. The answer is B." + } + ] + }, + { + "id": "19017", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Tyler acquired this trait?\nContext: Read the description of a trait.\nTyler knows how to build a fire.\nOptions: (A) Tyler can cook food over a fire. (B) Tyler learned how to build a fire at summer camp." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "19022", + "image": "19022\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is slate a mineral?\nContext: Slate has the following properties:\nnaturally occurring\nsolid\nnot a pure substance\nnot made by organisms\nno fixed crystal structure\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Slate does not have all the properties of a mineral. So, slate is not a mineral. The answer is A." + } + ] + }, + { + "id": "19023", + "image": "19023\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A painted stork is an example of a bird.\nOptions: (A) tiger shark (B) bald eagle\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A bald eagle is a bird. It has feathers, two wings, and a beak.\nA tiger shark is a fish. It lives underwater. It has fins, not limbs. The answer is B." + } + ] + }, + { + "id": "19029", + "conversations": [ + { + "from": "human", + "value": "According to Newton's third law, what other force must be happening?\nContext: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.\nConsider the following force:\nColton is pushing on his friend's wheelchair.\nOptions: (A) The wheelchair is pushing on Colton. (B) The wheelchair is pulling on Colton." + }, + { + "from": "gpt", + "value": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Colton is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Colton. The answer is A." + } + ] + }, + { + "id": "19034", + "conversations": [ + { + "from": "human", + "value": "Which is scratchier?\nContext: N/A\nOptions: (A) bark (B) rubber ball" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Scratchy is a property. A scratchy material is rough and itchy against your skin.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the bark is scratchier. If you could touch this tree bark, it would feel rough and itchy. The answer is A." + } + ] + }, + { + "id": "19036", + "image": "19036\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Brendan and Isaac trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBrendan and Isaac open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Brendan wanted broccoli in his lunch and Isaac was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Isaac can trade his broccoli for Brendan's oranges. (B) Isaac can trade his almonds for Brendan's tomatoes. (C) Brendan can trade his tomatoes for Isaac's broccoli. (D) Brendan can trade his tomatoes for Isaac's sandwich.\n" + }, + { + "from": "gpt", + "value": "Brendan wanted broccoli in his lunch and Isaac was hoping for tomatoes. Look at the labeled part of the images.\nBrendan has tomatoes. Isaac has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C." + } + ] + }, + { + "id": "19042", + "image": "19042\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.\nContext: Use the data to answer the question below.\nOptions: (A) false (B) true\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is B." + } + ] + }, + { + "id": "19043", + "image": "19043\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is Nerium oleander made up of many cells?\nContext: This organism is Nerium oleander. It is a member of the plant kingdom.\nNerium oleander is commonly called an oleander plant. Oleander plants are toxic to many animals. Oleander plants contain a poison that can make animals sick. This poison helps protect oleander plants from being eaten by animals.\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Nerium oleander is a plant. Plants are made up of many cells. The answer is B." + } + ] + }, + { + "id": "19045", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMr. Goodman argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety.\nContext: N/A\nOptions: (A) ad hominem: a personal attack against one's opponent (B) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Goodman's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem. The answer is A." + } + ] + }, + { + "id": "19049", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nWhen Shivani first joined the track team, she was afraid of jumping, but she got over that hurdle.\nContext: N/A\nOptions: (A) pun (B) verbal irony" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses a pun, a word or phrase that humorously suggests more than one meaning.\nHurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over. The answer is A." + } + ] + }, + { + "id": "19055", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a bowl of ice cream?\nContext: Select the better estimate.\nOptions: (A) 36\u00b0F (B) 36\u00b0C" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a bowl of ice cream is 36\u00b0F.\n36\u00b0C is too hot. The answer is A." + } + ] + }, + { + "id": "19060", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Eric felt better about collaborating on the research project after Greg talked with him about it. (B) After Greg talked with Eric about the research project, he felt better about collaborating on it." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun he could refer to Greg or Eric.\nAfter Greg talked with Eric about the research project, he felt better about collaborating on it.\nThe second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.\nEric felt better about collaborating on the research project after Greg talked with him about it. The answer is B." + } + ] + }, + { + "id": "19063", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nVictor has naturally brown hair.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Some people dye their hair. But this does not change their natural hair color.\nChildren get their natural hair color from their parents. So, Victor's hair color is an inherited trait. The answer is B." + } + ] + }, + { + "id": "19070", + "conversations": [ + { + "from": "human", + "value": "Suppose Eli decides to see the polar bears. Which result would be a cost?\nContext: Eli is deciding whether to see the tamarins or the polar bears at the zoo. He wants to see lots of animals, but the zoo is closing soon.\nOptions: (A) Eli will save some time. The polar bears are close by, but he would have had to walk to the the other side of the zoo to see the tamarins. (B) Eli will give up the chance to see the tamarins. He would have enjoyed seeing them more than the polar bears." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Eli wants or needs:\nEli will give up the chance to see the tamarins. He would have enjoyed seeing them more than the polar bears. The answer is B." + } + ] + }, + { + "id": "19075", + "image": "19075\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Mississippi?\nContext: N/A\nOptions: (A) Jackson (B) Atlanta (C) Portland (D) Tallahassee\n" + }, + { + "from": "gpt", + "value": "Jackson is the capital of Mississippi. The answer is A." + } + ] + }, + { + "id": "19078", + "conversations": [ + { + "from": "human", + "value": "How long is a hammer?\nContext: Select the best estimate.\nOptions: (A) 17 kilometers (B) 17 millimeters (C) 17 meters (D) 17 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a hammer is 17 centimeters.\n17 millimeters is too short. 17 meters and 17 kilometers are too long. The answer is D." + } + ] + }, + { + "id": "19080", + "image": "19080\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Logan's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nLogan was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Logan had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Logan checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.\nOptions: (A) whether the filter was clogged (B) the amount of bacteria in the water before it was filtered (C) whether an inexpensive filter would become clogged more often\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "19086", + "conversations": [ + { + "from": "human", + "value": "What is the mass of an elephant?\nContext: Select the better estimate.\nOptions: (A) 5,725 grams (B) 5,725 kilograms" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.\nThere are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.\nA paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. The better estimate for the mass of an elephant is 5,725 kilograms.\n5,725 grams is too light. The answer is B." + } + ] + }, + { + "id": "19090", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nPlease don't be upset with me.\nContext: N/A\nOptions: (A) interrogative (B) imperative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.\nI have an older brother and a younger sister.\nAn interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.\nHow tall are you?\nAn imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.\nRead the first chapter by next week.\nLook out for that car!\nAn exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.\nSome whales are over ninety feet long!\nI can't wait until tomorrow! The sentence makes a request, so it is an imperative sentence. Here, it ends with a period. The answer is B." + } + ] + }, + { + "id": "19093", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the sled's mass did not change.\nThe gravitational potential energy stored between the sled and Earth () as Rose rode down the hill.\nContext: Read the text about an object in motion.\nOn a snowy day, Rose rode her sled down a big hill.\nOptions: (A) decreased (B) increased (C) stayed the same" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the sled and the center of Earth changed.\nThe bottom of the hill was lower than the point where Rose started sledding. As Rose rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Rose rode down the hill. The answer is A." + } + ] + }, + { + "id": "19112", + "image": "19112\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this clothes hanger made of?\nContext: N/A\nOptions: (A) cardboard (B) wood\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the clothes hanger.\nThe clothes hanger is made of two different materials. The hook is made of metal. The rest of the hanger is made of wood. The answer is B." + } + ] + }, + { + "id": "19115", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Nibbles's phenotype for the body size trait?\nContext: In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele for a normal-sized body (B) is dominant over the allele for a dwarf body (b).\nNibbles is a rat from this group. Nibbles has the homozygous genotype BB for the body size gene.\nOptions: (A) a normal-sized body (B) a dwarf body" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Nibbles's genotype for the body size gene is BB. Nibbles's genotype of BB has only B allelles. The B allele is for a normal-sized body. So, Nibbles's phenotype for the body size trait must be a normal-sized body.\nTo check this answer, consider whether Nibbles's alleles are dominant or recessive. The allele for a normal-sized body (B) is dominant over the allele for a dwarf body (b). This means B is a dominant allele, and b is a recessive allele.\nNibbles's genotype of BB has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Nibbles's phenotype for the body size trait must be a normal-sized body. The answer is A." + } + ] + }, + { + "id": "19117", + "image": "19117\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Las Vegas (B) Carson City (C) Phoenix (D) Tulsa\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is B." + } + ] + }, + { + "id": "19118", + "image": "19118\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Preston's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPreston put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Preston checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.\nOptions: (A) Do steel nails take fewer days to rust in water compared to vinegar? (B) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "19122", + "image": "19122\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of North Carolina?\nContext: N/A\nOptions: (A) Milwaukee (B) Raleigh (C) Boise (D) Jackson\n" + }, + { + "from": "gpt", + "value": "Raleigh is the capital of North Carolina. The answer is B." + } + ] + }, + { + "id": "19133", + "image": "19133\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Southern Ocean (B) the Pacific Ocean (C) the Atlantic Ocean (D) the Indian Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Pacific Ocean. The answer is B." + } + ] + }, + { + "id": "19134", + "image": "19134\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 1. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is weaker in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is A." + } + ] + }, + { + "id": "19136", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAt twenty-one, Jonathan felt overwhelmed with adult responsibilities and wished he could fly off to Neverland.\nContext: N/A\nOptions: (A) allusion (B) simile" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses an allusion, a brief reference to someone or something well known.\nNeverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up. The answer is A." + } + ] + }, + { + "id": "19139", + "image": "19139\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these oceans does the prime meridian intersect?\nContext: N/A\nOptions: (A) the Atlantic Ocean (B) the Indian Ocean (C) the Pacific Ocean\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean. The answer is A." + } + ] + }, + { + "id": "19142", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nDr. Clayton is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish.\nContext: N/A\nOptions: (A) hyperbole (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nTake him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee. The answer is A." + } + ] + }, + { + "id": "19143", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\na piece of avocado turning brown\nboiling sugar to make caramel\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are chemical changes. (D) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nA piece of avocado turning brown is a chemical change. The avocado reacts with oxygen in the air to form a different type of matter.\nIf you scrape off the brown part of the avocado, the inside will still be green. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the avocado.\nBoiling sugar to make caramel is a chemical change. The heat causes the sugar to change into a different type of matter. Unlike sugar, the new matter is brown and sticky.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoiling sugar is caused by heating. But a piece of avocado turning brown is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "19150", + "conversations": [ + { + "from": "human", + "value": "Is washing cars a good or a service?\nContext: N/A\nOptions: (A) a good (B) a service" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether washing cars is a good or a service, ask these questions:\nIs washing cars something you can touch? No.\nIs washing cars a job you might pay someone else to do? Yes.\nSo, washing cars is a service. The answer is B." + } + ] + }, + { + "id": "19155", + "image": "19155\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is fluorite a mineral or a rock?\nContext: Fluorite has the following properties:\nfound in nature\nsolid\npure substance\nnot made by living things\nfixed crystal structure\nglassy luster\nOptions: (A) rock (B) mineral\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Fluorite has all the properties of a mineral. So, fluorite is a mineral. The answer is B." + } + ] + }, + { + "id": "19156", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the hockey puck's mass did not change.\nThe gravitational potential energy stored between the hockey puck and Earth () as the puck slid toward the goal.\nContext: Read the text about an object in motion.\nQuincy and Roger were playing air hockey on a level table. When Quincy hit the hockey puck, it slid quickly toward Roger's goal.\nOptions: (A) increased (B) stayed the same (C) decreased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the hockey puck and the center of Earth changed.\nBecause the table was level, each point on the table was the same distance from the center of Earth. As the hockey puck slid toward the goal, the distance between the puck and the center of Earth stayed the same. So, the gravitational potential energy stored between the hockey puck and Earth stayed the same as the puck slid toward the goal. The answer is B." + } + ] + }, + { + "id": "19158", + "image": "19158\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Connecticut?\nContext: N/A\nOptions: (A) New Haven (B) Saint Louis (C) Bridgeport (D) Hartford\n" + }, + { + "from": "gpt", + "value": "Hartford is the capital of Connecticut. The answer is D." + } + ] + }, + { + "id": "19161", + "image": "19161\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) translucent (B) hard (C) soft\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The apple seeds and the canoe are not translucent.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nThe property that all three objects have in common is hard. The answer is B." + } + ] + }, + { + "id": "19163", + "conversations": [ + { + "from": "human", + "value": "How long is a garden snail?\nContext: Select the best estimate.\nOptions: (A) 42 centimeters (B) 42 meters (C) 42 millimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a garden snail is 42 millimeters.\n42 centimeters and 42 meters are both too long. The answer is C." + } + ] + }, + { + "id": "19164", + "image": "19164\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Saint Lucia (B) Cuba (C) Trinidad and Tobago (D) Jamaica\n" + }, + { + "from": "gpt", + "value": "This country is Cuba.\nDoes Cuba have any territorial disputes?\nCuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States controls the area and uses it as a military base and prison. A treaty in 1903 gave the U.S. the right to rent the land from Cuba. But today, Cuba says that it had no choice but to accept the treaty. It wants the United States to leave the area and does not accept the rent money sent by the United States each year. The answer is B." + } + ] + }, + { + "id": "19165", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nYou may be impressed by Senator Larsen's work with low-income communities, but the fact remains that he graduated from an elite university. He couldn't possibly empathize with low-income constituents.\nContext: N/A\nOptions: (A) guilt by association: a negative association intended to discredit someone or something (B) circular reasoning: an argument that supports a claim with the claim itself (C) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Senator Larsen can't empathize with his low-income constituents because he went to an elite university. However, going to an elite university doesn't necessarily mean you're out of touch. This illustrates a type of logical fallacy known as guilt by association. The answer is A." + } + ] + }, + { + "id": "19167", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) thanks,\nTrudy (B) Thanks,\nTrudy" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "19176", + "conversations": [ + { + "from": "human", + "value": "How long does it take to mow the lawn?\nContext: Select the better estimate.\nOptions: (A) 40 hours (B) 40 minutes" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to mow the lawn is 40 minutes.\n40 hours is too slow. The answer is B." + } + ] + }, + { + "id": "19182", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Scratches's phenotype for the fur type trait?\nContext: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele F is for straight fur, and the allele f is for curly fur.\nScratches, a cat from this group, has curly fur. Scratches has two alleles for curly fur.\nOptions: (A) ff (B) curly fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Scratches's observable version of the fur type trait is curly fur. So, Scratches's phenotype for the fur type trait is curly fur. The answer is B." + } + ] + }, + { + "id": "19187", + "image": "19187\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Antarctica (B) South America (C) Africa (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is C." + } + ] + }, + { + "id": "19197", + "image": "19197\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which i in column 2?\nContext: N/A\nOptions: (A) the pond (B) the fast-food restaurant (C) the police department (D) the grocery store\n" + }, + { + "from": "gpt", + "value": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The fast-food restaurant is in column 2. The answer is B." + } + ] + }, + { + "id": "19204", + "image": "19204\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Hawaii?\nContext: N/A\nOptions: (A) Santa Fe (B) Honolulu (C) Hilo (D) Phoenix\n" + }, + { + "from": "gpt", + "value": "Honolulu is the capital of Hawaii. The answer is B." + } + ] + }, + { + "id": "19206", + "image": "19206\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Iowa?\nContext: N/A\nOptions: (A) Cedar Rapids (B) Des Moines (C) Springfield (D) Saint Paul\n" + }, + { + "from": "gpt", + "value": "Des Moines is the capital of Iowa. The answer is B." + } + ] + }, + { + "id": "19213", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) The river flooded the town during the storm. (B) The state's rocky and windy coastal beaches." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. The river flooded the town during the storm is a complete sentence. The subject is the river, and the verb is flooded. The answer is A." + } + ] + }, + { + "id": "19217", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word unique in its traditional sense?\nContext: N/A\nOptions: (A) Ashley's collection of handmade pottery was featured in last week's edition of the Weston Journal, which identified her as \"one of the most unique young artists to debut this year.\" (B) Each vase and bowl in Ashley's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The second text uses unique in its traditional sense: being the only one of its kind.\nEach vase and bowl in Ashley's collection of handmade pottery is unique. The colors and designs reflect both her cultural heritage and her individual artistic style.\nThe first text uses unique in its nontraditional sense: interesting or unusual. Ashley is a distinctive artist, but might not be one of a kind. It may be helpful to remember that if unique is modified by an adverb\u2014as in most unique, very unique, or quite unique\u2014it is probably being used nontraditionally.\nAshley's collection of handmade pottery was featured in last week's edition of the Weston Journal, which identified her as \"one of the most unique young artists to debut this year.\"\nMost style guides recommend to use the traditional sense of the word unique because it is considered more standard. The answer is B." + } + ] + }, + { + "id": "19220", + "image": "19220\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this pull?\nContext: A tow truck moves a car. A force from the truck pulls the car down the road.\nOptions: (A) away from the tow truck (B) toward the tow truck\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The tow truck pulls the car. The direction of the pull is toward the tow truck. The answer is B." + } + ] + }, + { + "id": "19223", + "conversations": [ + { + "from": "human", + "value": "Suppose Brittany decides to plant the maple tree. Which result would be a cost?\nContext: Brittany is deciding whether to plant poppies or a maple tree in her backyard. She wants to make her backyard more beautiful. But she also wants to leave space for doing fun things.\nOptions: (A) Brittany will get to look at the maple tree. She thinks it will look more beautiful than the poppies would have looked. (B) The maple tree will use up more space than the poppies would have used up." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Brittany wants or needs:\nThe maple tree will use up more space than the poppies would have used up. The answer is B." + } + ] + }, + { + "id": "19225", + "image": "19225\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Indian Ocean (B) the Southern Ocean (C) the Arctic Ocean (D) the Atlantic Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Indian Ocean. The answer is A." + } + ] + }, + { + "id": "19227", + "image": "19227\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with white spots to offspring with solid coloring? Choose the most likely ratio.\nContext: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A).\nThis Punnett square shows a cross between two cows.\nOptions: (A) 4:0 (B) 3:1 (C) 1:3 (D) 2:2 (E) 0:4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with white spots or solid coloring, consider whether each phenotype is the dominant or recessive allele's version of the coat pattern trait. The question tells you that the a allele, which is for white spots, is recessive to the A allele, which is for solid coloring.\nWhite spots is the recessive allele's version of the coat pattern trait. A cow with the recessive version of the coat pattern trait must have only recessive alleles for the coat pattern gene. So, offspring with white spots must have the genotype aa.\nThere are 0 boxes in the Punnett square with the genotype aa.\nSolid coloring is the dominant allele's version of the coat pattern trait. A cow with the dominant version of the coat pattern trait must have at least one dominant allele for the coat pattern gene. So, offspring with solid coloring must have the genotype AA or Aa.\nAll 4 boxes in the Punnett square have the genotype AA or Aa.\nSo, the expected ratio of offspring with white spots to offspring with solid coloring is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with white spots. Instead, this cross is expected to always produce offspring with solid coloring. The answer is E." + } + ] + }, + { + "id": "19232", + "image": "19232\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is an icicle a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a solid (B) a liquid (C) a gas\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. An icicle is a solid. An icicle can melt. But when an icicle is frozen, it has a size and shape of its own. The answer is A." + } + ] + }, + { + "id": "19237", + "image": "19237\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) sample A (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "19239", + "image": "19239\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) bouncy (B) blue (C) fragile\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. The basketball and the pogo stick are not blue.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nThe property that all three objects have in common is bouncy. The answer is A." + } + ] + }, + { + "id": "19244", + "image": "19244\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged among green leaves?\nContext: Leaf-mimic katydids are insects that live in places like tropical forests. This katydid is adapted to be camouflaged among green leaves.\nFigure: leaf-mimic katydid.\nOptions: (A) blue poison dart frog (B) shield mantis\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the leaf-mimic katydid.\nThe leaf-mimic katydid has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe shield mantis has a green leaf-shaped body. It is adapted to be camouflaged among green leaves.\nThe blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged among green leaves. The answer is B." + } + ] + }, + { + "id": "19248", + "image": "19248\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted for climbing trees?\nContext: s live in rain forests on the island of Sumatra in Asia. They climb trees to find food and shelter. The orangutan's hands and feet are adapted for climbing trees.\nFigure: Sumatran orangutan.\nOptions: (A) Grevy's zebra (B) bare-eared squirrel monkey\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. Look at the picture of the Sumatran orangutan.\nThe Sumatran orangutan has long fingers and toes. It is adapted for climbing trees. The Sumatran orangutan uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe Grevy's zebra has four hoofed feet. It is not adapted for climbing trees. The Grevy's zebra uses its feet to walk and run. The answer is B." + } + ] + }, + { + "id": "19253", + "image": "19253\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Rhode Island?\nContext: N/A\nOptions: (A) Newport (B) Providence (C) Hartford (D) Concord\n" + }, + { + "from": "gpt", + "value": "Providence is the capital of Rhode Island. The answer is B." + } + ] + }, + { + "id": "19257", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the bird traits listed above.\nContext: Birds are a group of animals with similar traits. The following traits can be used to identify birds:\nThey have feathers.\nThey have wings.\nThey have a beak.\nThey make eggs with shells. Observe the animals and read the descriptions.\nOptions: (A) Minnows live underwater and have fins to help them swim. They have scaly skin and lay eggs with no shells. Many fishermen use minnows as bait to catch other fish. (B) Barn owls live on every continent except Antarctica. They have feathers, two wings, and a beak. They hatch from eggs with shells." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nBirds have the following traits:\nThey have feathers.\nThey have wings.\nThey have a beak.\nThey make eggs with shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA minnow has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA minnow does not have all of the traits of a bird. A minnow is a fish.\nA barn owl has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA barn owl has the traits of a bird. A barn owl is a bird. The answer is B." + } + ] + }, + { + "id": "19259", + "image": "19259\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "19260", + "image": "19260\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Mount Rainier National Park ecosystem?\nContext: Figure: Mount Rainier National Park.\nMount Rainier National Park is a taiga ecosystem in Washington State.\nOptions: (A) It has long, cold winters. It also has soil that is poor in nutrients. (B) It has short, cool summers. It also has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Mount Rainier National Park has long, cold winters. It also has soil that is poor in nutrients. The answer is A." + } + ] + }, + { + "id": "19263", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Poseidon's phenotype for the iridescent scales trait?\nContext: This passage describes the iridescent scales trait in bettas:\n\nIn a group of bettas, some individuals have mostly iridescent scales and others have mostly plain scales. In this group, the gene for the iridescent scales trait has two alleles. The allele for mostly iridescent scales (I) is dominant over the allele for mostly plain scales (i).\nPoseidon is a betta from this group. Poseidon has the homozygous genotype ii for the iridescent scales gene.\nOptions: (A) mostly plain scales (B) mostly iridescent scales" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Poseidon's genotype for the iridescent scales gene is ii. Poseidon's genotype of ii has only i alleles. The i allele is for mostly plain scales. So, Poseidon's phenotype for the iridescent scales trait must be mostly plain scales.\nTo check this answer, consider whether Poseidon's alleles are dominant or recessive. The allele for mostly iridescent scales (I) is dominant over the allele for mostly plain scales (i). This means I is a dominant allele, and i is a recessive allele.\nPoseidon's genotype of ii has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Poseidon's phenotype for the iridescent scales trait must be mostly plain scales. The answer is A." + } + ] + }, + { + "id": "19271", + "image": "19271\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Virginia?\nContext: N/A\nOptions: (A) Topeka (B) Atlanta (C) Richmond (D) Nashville\n" + }, + { + "from": "gpt", + "value": "Richmond is the capital of Virginia. The answer is C." + } + ] + }, + { + "id": "19274", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nLexi plays basketball.\nContext: Hint: Playing basketball takes practice.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait. The answer is B." + } + ] + }, + { + "id": "19278", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) You might be excited by all of the people and activity in Tokyo, or it might be a bit overwhelming. (B) The package includes some old letters from my grandma to my dad and a broken pocket watch." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction or.\nYou might be excited by all of the people and activity in Tokyo, or it might be a bit overwhelming. The answer is A." + } + ] + }, + { + "id": "19287", + "image": "19287\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) New Jersey (B) Pennsylvania (C) Virginia (D) New York\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is B." + } + ] + }, + { + "id": "19292", + "image": "19292\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Kansas?\nContext: N/A\nOptions: (A) Nashville (B) Wichita (C) Topeka (D) Kansas City\n" + }, + { + "from": "gpt", + "value": "Topeka is the capital of Kansas. The answer is C." + } + ] + }, + { + "id": "19293", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) thanks,\nAnne (B) Thanks,\nAnne" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "19296", + "image": "19296\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: California's Central Valley.\nMany crops are grown in California's Central Valley. Thick fog often fills the valley during the cold winter months.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) climate (B) weather\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nMany crops are grown in California's Central Valley. Thick fog often fills the valley during the cold winter months.\nThe underlined part of the passage tells you about the usual pattern of cloud cover in the Central Valley. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A." + } + ] + }, + { + "id": "19303", + "image": "19303\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Steve's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nSteve was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Steve had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Steve checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.\nOptions: (A) the amount of bacteria in the water before it was filtered (B) whether an inexpensive filter would become clogged more often (C) whether the filter was clogged\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is C." + } + ] + }, + { + "id": "19305", + "image": "19305\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the following statement about our solar system true or false?\nEarth is the largest planet that is made mainly of rock.\nContext: Use the data to answer the question below.\nOptions: (A) true (B) false\n" + }, + { + "from": "gpt", + "value": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth has the volume with the largest exponent. So, Earth is the largest planet that is made mainly of rock. The answer is A." + } + ] + }, + { + "id": "19310", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) hockey puck (B) yeast (C) snowman (D) swing set" + }, + { + "from": "gpt", + "value": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. A hockey puck is not a living thing.\nHockey pucks do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA yeast is a living thing.\nYeasts grow and respond to their environment. They need food and water.\nEach yeast is made up of just one cell. Some types of yeast cells are round. Other yeast cells have a long, thin shape.\nA snowman is not a living thing.\nA snowman does not have all the traits of a living thing. It is shaped like a person. But it does not need food.\nA swing set is not a living thing.\nSwing sets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water. The answer is B." + } + ] + }, + { + "id": "19318", + "conversations": [ + { + "from": "human", + "value": "Which drop of honey has less thermal energy?\nContext: Two drops of honey are identical except for their temperatures.\nOptions: (A) the hotter drop of honey (B) the colder drop of honey" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two drops of honey are made of the same material and have the same mass. So, the colder drop of honey has less thermal energy. The answer is B." + } + ] + }, + { + "id": "19323", + "conversations": [ + { + "from": "human", + "value": "Which change best matches the sentence?\nA glacier scrapes pieces of rock off a mountain and carries them downhill.\nContext: N/A\nOptions: (A) landslide (B) drought (C) erosion" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "19324", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nMr. and Mrs. Chandler usually see eye to eye, but not when it comes to the controversial mayoral race.\nContext: N/A\nOptions: (A) Mr. and Mrs. Chandler look each other in the eye. (B) Mr. and Mrs. Chandler usually agree." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom see eye to eye suggests that Mr. and Mrs. Chandler usually agree. When you see eye to eye with someone, you share their opinion. The answer is B." + } + ] + }, + { + "id": "19327", + "conversations": [ + { + "from": "human", + "value": "How long is the Nile River?\nContext: Select the better estimate.\nOptions: (A) 6,850 kilometers (B) 6,850 centimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of the Nile River is 6,850 kilometers.\n6,850 centimeters is too short. The answer is A." + } + ] + }, + { + "id": "19333", + "conversations": [ + { + "from": "human", + "value": "Which greeting is correct for a letter?\nContext: N/A\nOptions: (A) Dear dr. sutton, (B) Dear Dr. Sutton," + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second greeting is correct:\nIts first word is capitalized, and it ends with a comma. Dr. Sutton is capitalized because it is a proper noun. The answer is B." + } + ] + }, + { + "id": "19334", + "image": "19334\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is candle wax a mineral?\nContext: Candle wax has the following properties:\nno fixed crystal structure\nmade in a factory\nmixture of different fats\nsolid\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n Candle wax does not have all the properties of a mineral. So, candle wax is not a mineral. The answer is A." + } + ] + }, + { + "id": "19351", + "conversations": [ + { + "from": "human", + "value": "The city of Milford has been one of the world's biggest makers of cough drops for many years. But last month, Milford's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops?\nContext: N/A\nOptions: (A) The supply will probably go up. (B) The supply will probably go down." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Milford. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is B." + } + ] + }, + { + "id": "19353", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nTed has a scar on his right knee.\nContext: Hint: Most scars are caused by accidents during a person's life.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. The answer is A." + } + ] + }, + { + "id": "19355", + "image": "19355\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Harold's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nHarold was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40\u00b0C. Harold wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50\u00b0C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50\u00b0C.\nFigure: a weather station.\nOptions: (A) if the weather station would work when the temperature was 50\u00b0C (B) how well the weather station would work when it was windy\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "19367", + "image": "19367\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which type of relationship is formed when an Alcon blue caterpillar lives in a Myrmica ant nest?\nContext: Read the passage. Then answer the question.\n\nAlcon blue butterflies spend the first part of their lives as caterpillars that live with Myrmica ants. When a caterpillar lives with the ants, it mimics, or pretends to be, an ant. The caterpillar can mimic the ants by copying their smell. The caterpillar can also make noises that make it sound like a queen ant. Queen ants receive more food and better protection than any other ants in the nest.\nSo, when the caterpillar mimics an ant, the ants feed and protect the caterpillar instead of other ants in the nest.\nFigure: a Myrmica ant caring for an Alcon blue caterpillar.\nOptions: (A) parasitic (B) mutualistic (C) commensal\n" + }, + { + "from": "gpt", + "value": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed) When an Alcon blue caterpillar lives in a Myrmica ant nest, the caterpillar gets food and protection. So, the caterpillar benefits from its relationship with the ants.\nThe ants feed and protect the caterpillar instead of other ants in the nest. So, the ants are harmed by their relationship with the caterpillar.\nSince the caterpillar benefits and the ants are harmed, a parasitic relationship is formed when an Alcon blue caterpillar lives in a Myrmica ant nest. The answer is A." + } + ] + }, + { + "id": "19375", + "image": "19375\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) Solution B (B) Solution A (C) neither; their concentrations are the same\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is A." + } + ] + }, + { + "id": "19381", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nDon't be deceived by Emma Hammond's articles on rural, blue-collar workers. Her husband is a fancy investment banker, so she can't possibly understand their situation.\nContext: N/A\nOptions: (A) guilt by association: a negative association intended to discredit someone or something (B) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (C) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Emma Hammond can't understand rural, blue-collar workers because she is associated with an urban newspaper. However, where Emma works doesn't necessarily indicate anything about her ability to empathize. This illustrates a type of logical fallacy known as guilt by association. The answer is A." + } + ] + }, + { + "id": "19386", + "image": "19386\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the picture. Which word best describes the sound these birds make?\nContext: N/A\nOptions: (A) chirping (B) quacking (C) popping\n" + }, + { + "from": "gpt", + "value": "When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n Look at the picture.\nThe word chirping describes the sound these birds make.\nQuacking and popping can also describe sounds. But they do not describe the sounds these birds make. The answer is A." + } + ] + }, + { + "id": "19397", + "image": "19397\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal is also adapted to be camouflaged in a sandy desert?\nContext: s live in the deserts of southern Africa. The is adapted to be camouflaged in a sandy desert.\nFigure: Namaqua chameleon.\nOptions: (A) horned viper (B) European green lizard\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Namaqua chameleon.\nThe Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe European green lizard has a green, brown, and yellow body. It is not adapted to be camouflaged in a sandy desert. The answer is A." + } + ] + }, + { + "id": "19401", + "image": "19401\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Virginia?\nContext: N/A\nOptions: (A) Richmond (B) Baton Rouge (C) Kansas City (D) Salt Lake City\n" + }, + { + "from": "gpt", + "value": "Richmond is the capital of Virginia. The answer is A." + } + ] + }, + { + "id": "19405", + "image": "19405\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following was an independent variable in this experiment?\nContext: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nDuncan grew ten on his back porch. He grew each plant in its own pot, and each pot was the same size and shape. Duncan noticed that his plants did not grow many leaves, and he wanted to see if earthworms could help them grow more. To test this idea, Duncan divided his ten plants into two equal groups. For one group, he added three earthworms to the soil in each pot. He did not add any earthworms to pots in the other group.\nTwo months later, Duncan counted the number of leaves on each of the ten plants. He compared the number of leaves on the plants in each group.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: mint plants.\nOptions: (A) the number of earthworms (B) the number of leaves\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A." + } + ] + }, + { + "id": "19408", + "image": "19408\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B." + } + ] + }, + { + "id": "19430", + "image": "19430\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA Banggai cardinalfish is an example of a fish.\nOptions: (A) water buffalo (B) seahorse (C) western toad (D) tokay gecko\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A tokay gecko is a reptile. It has scaly, waterproof skin.\nMany geckos have special pads on their toes. The pads help them climb up plants and rocks.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA western toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA seahorse is a fish. It lives underwater. It has fins, not limbs.\nSeahorses live in shallow, warm water. They can use their tails to hold on to plants. The answer is B." + } + ] + }, + { + "id": "19442", + "conversations": [ + { + "from": "human", + "value": "Is this a run-on sentence?\nAccording to a 2008 study, hog farms across five counties in eastern North Carolina produce more than fifteen million tons of manure every year, creating a waste management challenge of epic proportions for county officials.\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.\nThe band I'm in has been rehearsing daily, we have a concert in two weeks.\nThe band I'm in has been rehearsing daily we have a concert in two weeks.\nThere are several ways to fix a run-on sentence:\nUse stronger punctuation, such as a period or a semicolon.\nThe band I'm in has been rehearsing daily. We have a concert in two weeks.\nThe band I'm in has been rehearsing daily; we have a concert in two weeks.\nUse a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.\nThe band I'm in has been rehearsing daily, and we have a concert in two weeks.\nUse a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.\nThe band I'm in has been rehearsing daily since we have a concert in two weeks. This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.\nAccording to a 2008 study, hog farms across five counties in eastern North Carolina produce more than fifteen million tons of manure every year, creating a waste management challenge of epic proportions for county officials. The answer is A." + } + ] + }, + { + "id": "19444", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nequal - everyday\nContext: N/A\nOptions: (A) escape (B) elevator" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince escape is between the guide words equal - everyday, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "19456", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Keith acquired this trait?\nContext: Read the description of a trait.\nKeith knows how to knit sweaters.\nOptions: (A) Keith learned how to knit in an after school program. (B) Keith knits sweaters using cotton, wool, and other types of yarn." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "19457", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) The famous French photographer Henri Cartier-Bresson was known for his photographs of ordinary daily life. (B) The famous French photographer Henri Cartier-Bresson took pictures of a bunch of random people doing everyday things." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (a bunch of, random).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is A." + } + ] + }, + { + "id": "19460", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Finn investigate with an experiment?\nContext: Finn has a pet lizard. Finn notices that on some days, the lizard is active and runs around the tank. On other days, the lizard hardly moves at all. Finn wonders what factors affect how active his lizard is. So, he decides to design an experiment. He has the following supplies available:\none pet lizard\nlive crickets\nlive mealworms\none heating lamp\nOptions: (A) Is the pet lizard more active when its tank is heated with one heating lamp or with two heating lamps? (B) Is the pet lizard more active when it is fed insects or lettuce? (C) Is the pet lizard more active when it is fed crickets or mealworms?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "19470", + "image": "19470\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution B (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same. The answer is A." + } + ] + }, + { + "id": "19473", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a bathtub?\nContext: Select the better estimate.\nOptions: (A) 320 liters (B) 320 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a bathtub is 320 liters.\n320 milliliters is too little. The answer is A." + } + ] + }, + { + "id": "19476", + "image": "19476\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Massachusetts?\nContext: N/A\nOptions: (A) Plymouth (B) Cambridge (C) Montpelier (D) Boston\n" + }, + { + "from": "gpt", + "value": "Boston is the capital of Massachusetts. The answer is D." + } + ] + }, + { + "id": "19477", + "image": "19477\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "19479", + "image": "19479\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is stronger in Pair 1. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is A." + } + ] + }, + { + "id": "19484", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Cassie investigate with an experiment?\nContext: Cassie is making a fruit salad. She mixes some apple slices with orange and pineapple slices, and leaves the rest of the apple slices on the counter. A few minutes later, she notices that the apple slices on the counter have turned brown. She wonders what factors affect how quickly sliced fruit turns brown. So, she decides to design an experiment. She has the following supplies available:\ntwo apples\ntwo bananas\norange juice\na kitchen knife\nOptions: (A) Do apple slices dipped in orange juice turn brown more slowly than plain apple slices? (B) Do apple slices turn brown more quickly if they are dipped in sugar or in orange juice? (C) Do slices of pear turn brown more quickly than slices of banana?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "19493", + "image": "19493\\image.png", + "conversations": [ + { + "from": "human", + "value": "The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?\nContext: Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.\nMany countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.\nOptions: (A) I only pay attention to state politics since the national government has almost no power. (B) My national government officials decide most issues that come up. (C) Both my state and national government officials have power over important issues.\n" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "19494", + "image": "19494\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Virginia (B) Massachusetts (C) Rhode Island (D) Maryland\n" + }, + { + "from": "gpt", + "value": "The colony is Rhode Island. The answer is C." + } + ] + }, + { + "id": "19496", + "conversations": [ + { + "from": "human", + "value": "Select the animal that does not have a backbone.\nContext: Hint: Insects, spiders, and worms do not have backbones.\nOptions: (A) comet moth (B) tokay gecko" + }, + { + "from": "gpt", + "value": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A comet moth is an insect. Like other insects, a comet moth does not have a backbone. It has a hard outer cover.\nA tokay gecko is a reptile. Like other reptiles, a tokay gecko has a backbone. The answer is A." + } + ] + }, + { + "id": "19500", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nJoe must not have enjoyed the casserole, or he would have asked for a second serving.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) false dichotomy: an argument that presents only two choices when more options exist (C) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that if Joe enjoyed the casserole, then he would have eaten more. However, Joe could have enjoyed the casserole without wanting a second serving. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B." + } + ] + }, + { + "id": "19501", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nNorma never lies. She told me herself, so it must be true.\nContext: N/A\nOptions: (A) hasty generalization: a very broad claim based on very little evidence (B) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Norma is telling the truth because she says she never lies. However, the \"evidence\" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning. The answer is B." + } + ] + }, + { + "id": "19508", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nMarshall has five fingers on each hand.\nContext: Hint: Marshall was born with five fingers on each hand.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five fingers on each hand. So, having five fingers is an inherited trait. The answer is B." + } + ] + }, + { + "id": "19515", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the mammal traits listed above.\nContext: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:\nThey feed their offspring milk.\nThey have fur or hair. Observe the animals and read the descriptions.\nOptions: (A) Harvest mice use their tails and feet to climb on plants and rocks. These mice have fur and feed their offspring milk. (B) Minnows live underwater and have fins to help them swim. They have scaly skin and lay eggs with no shells. Many fishermen use minnows as bait to catch other fish." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nMammals have the following traits:\nThey feed their offspring milk.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA minnow has the following traits:\nIt has fins, not limbs.\nIt makes eggs with no shells.\nA minnow does not have all of the traits of a mammal. A minnow is a fish.\nA harvest mouse has the following traits:\nIt feeds its offspring milk.\nIt has fur.\nA harvest mouse has the traits of a mammal. A harvest mouse is a mammal. The answer is A." + } + ] + }, + { + "id": "19520", + "image": "19520\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Leon's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLeon mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37\u00b0C room. Then, Leon used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nOptions: (A) Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon? (B) Does temperature affect how much bacteria can grow in liquid?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "19524", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Anita acquired this trait?\nContext: Read the description of a trait.\nAnita knows how to knit sweaters.\nOptions: (A) Anita knits sweaters using cotton, wool, and other types of yarn. (B) Anita learned how to knit in an after school program." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "19525", + "image": "19525\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?\nContext: Great egrets live near wetlands and lakes. They eat mostly fish.\nThe 's neck helps it grab fish while keeping the rest of its body still. If the egret had to move its body, it might scare the fish away.\nFigure: great egret.\nOptions: (A) frigatebird (B) great blue heron\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the great egret.\nThe great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe great blue heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe frigatebird has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still. The answer is B." + } + ] + }, + { + "id": "19531", + "image": "19531\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement best describes the average monthly precipitation in Atlanta?\nContext: Use the graph to answer the question below.\nOptions: (A) February is wetter than March. (B) Atlanta has a rainy season and a dry season. (C) Precipitation does not change much from month to month in Atlanta.\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Atlanta has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has rain, and there is no dry season.\nChoice \"February is wetter than March.\" is incorrect.\nWetter months have a higher average precipitation than drier months. February has a slightly lower average monthly precipitation than March. So, February is not wetter than March.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year. The answer is C." + } + ] + }, + { + "id": "19532", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Biscotti's phenotype for the fur texture trait?\nContext: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for straight fur (F) is dominant over the allele for wavy fur (f).\nBiscotti is a Syrian hamster from this group. Biscotti has the homozygous genotype ff for the fur texture gene.\nOptions: (A) wavy fur (B) straight fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Biscotti's genotype for the fur texture gene is ff. Biscotti's genotype of ff has only f alleles. The f allele is for wavy fur. So, Biscotti's phenotype for the fur texture trait must be wavy fur.\nTo check this answer, consider whether Biscotti's alleles are dominant or recessive. The allele for straight fur (F) is dominant over the allele for wavy fur (f). This means F is a dominant allele, and f is a recessive allele.\nBiscotti's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Biscotti's phenotype for the fur texture trait must be wavy fur. The answer is A." + } + ] + }, + { + "id": "19533", + "image": "19533\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Austen's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nAusten divided 40 evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Austen opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.\nFigure: unripe bananas.\nOptions: (A) Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes? (B) Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "19535", + "image": "19535\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which i in column 4?\nContext: N/A\nOptions: (A) the theater (B) the fire department (C) the pond (D) the shopping mall\n" + }, + { + "from": "gpt", + "value": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers. The shopping mall is in column 4. The answer is D." + } + ] + }, + { + "id": "19538", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of an article?\nContext: N/A\nOptions: (A) \"To Help a Shy Child, Listen\" (B) To Help a Shy Child, Listen" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, or article should be in quotation marks.\n\"You Are My Sunshine\" An article should be in quotation marks.\nThe correct title is \"To Help a Shy Child, Listen.\" The answer is A." + } + ] + }, + { + "id": "19545", + "image": "19545\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Kiribati (B) the Federated States of Micronesia (C) Samoa (D) Palau\n" + }, + { + "from": "gpt", + "value": "This country is Palau. The answer is D." + } + ] + }, + { + "id": "19546", + "image": "19546\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Ohio?\nContext: N/A\nOptions: (A) Charleston (B) Columbus (C) Lincoln (D) Fargo\n" + }, + { + "from": "gpt", + "value": "Columbus is the capital of Ohio. The answer is B." + } + ] + }, + { + "id": "19548", + "image": "19548\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. An American bullfrog is an example of an amphibian.\nOptions: (A) white stork (B) red-eyed tree frog\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\nA white stork is a bird. It has feathers, two wings, and a beak. The answer is B." + } + ] + }, + { + "id": "19549", + "image": "19549\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Jaylen's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJaylen was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Jaylen had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Jaylen checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.\nOptions: (A) whether the filter was clogged (B) whether an inexpensive filter would become clogged more often (C) the amount of bacteria in the water before it was filtered\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is A." + } + ] + }, + { + "id": "19550", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 150-gram baked potato at a temperature of 43\u00b0C (B) a 150-gram baked potato at a temperature of 40\u00b0C (C) a 150-gram baked potato at a temperature of 26\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three baked potatoes have the same mass but different temperatures. Since the 43\u00b0C potato is the hottest, it has the most thermal energy. The answer is A." + } + ] + }, + { + "id": "19558", + "image": "19558\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) transparent (B) soft (C) bumpy\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nThe property that all three objects have in common is bumpy. The answer is C." + } + ] + }, + { + "id": "19592", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) Hop on pop (B) Hop on Pop" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word on is not important, so it should not be capitalized.\nThe correct title is Hop on Pop. The answer is B." + } + ] + }, + { + "id": "19595", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nI must have eaten too much of Bernard's homemade chili, because now I'm so full I could explode!\nContext: N/A\nOptions: (A) hyperbole (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.\nSo full I could explode is an exaggeration, since it is clear that the speaker is not actually in danger of exploding. The answer is A." + } + ] + }, + { + "id": "19601", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nperfect - polo\nContext: N/A\nOptions: (A) platform (B) press" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince platform is between the guide words perfect - polo, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "19602", + "image": "19602\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 2. (B) The magnetic force is stronger in Pair 1. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "19618", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nshaking up salad dressing\nbreaking a piece of glass\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are caused by cooling. (C) Both are only physical changes. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nShaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.\nBreaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "19620", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nWinston can ride a bicycle.\nContext: N/A\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait. The answer is A." + } + ] + }, + { + "id": "19625", + "image": "19625\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) fragile (B) transparent (C) sweet\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. All four objects are fragile.\nYou can see clearly through a transparent object. The fish bowl and the glass flask are transparent, but the ceramic tea cup is not.\nSugar has a sweet taste. The ceramic tea cup and the icicle are not sweet.\nThe property that all four objects have in common is fragile. The answer is A." + } + ] + }, + { + "id": "19629", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a poem?\nContext: N/A\nOptions: (A) \"Mother to Son\" (B) \"mother to son\"" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word to is not important, so it should not be capitalized.\nThe correct title is \"Mother to Son.\" The answer is A." + } + ] + }, + { + "id": "19632", + "conversations": [ + { + "from": "human", + "value": "Which is a simple sentence?\nContext: N/A\nOptions: (A) Unless Judith can leave work early, she'll miss the beginning of the play. (B) The thermometer and the cough syrup are in the medicine cabinet next to the cotton balls." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The first sentence is the simple sentence. It is a single independent clause.\nThe thermometer and the cough syrup are in the medicine cabinet next to the cotton balls. The answer is B." + } + ] + }, + { + "id": "19634", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nAnthony has five toes on each foot.\nContext: Hint: Anthony was born with five toes on each foot.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five toes on each foot. So, having five toes is an inherited trait. The answer is A." + } + ] + }, + { + "id": "19638", + "conversations": [ + { + "from": "human", + "value": "Would you find the word nimble on a dictionary page with the following guide words?\nnation - next\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince nimble is not between the guide words nation - next, it would not be found on that page. The answer is B." + } + ] + }, + { + "id": "19641", + "conversations": [ + { + "from": "human", + "value": "Which is a sentence fragment?\nContext: N/A\nOptions: (A) Aunt Clare's heavy baggage. (B) Preston and his friends completed the puzzle in less than an hour." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.\nKnows the answer.\nThis is a sentence fragment. It is missing a subject.\nWho knows the answer? She knows the answer.\nThe bright red car.\nThis is a sentence fragment. It is missing a verb.\nWhat did the bright red car do? The bright red car stopped.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. Aunt Clare's heavy baggage is a sentence fragment. It is missing a verb. The answer is A." + } + ] + }, + { + "id": "19642", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nAndrew described the situation he was facing with his boss as a catch-22.\nContext: N/A\nOptions: (A) a song (B) literature" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion catch-22 is literature.\nJoseph Heller coined the term \"catch-22\" in his 1961 novel of the same name. In the novel, if an army pilot wants to avoid dangerous missions, he must be deemed mentally unfit; however, his desire to stay safe proves his sanity, so he can never be excused from a mission. Heller called this sort of predicament or dilemma a catch-22.\nThe allusion catch-22 means a no-win situation. The answer is B." + } + ] + }, + { + "id": "19658", + "image": "19658\\image.png", + "conversations": [ + { + "from": "human", + "value": "How do jumping spiders catch their food?\nContext: Read the first part of the passage about jumping spiders.\nJumping spiders are fast. They can also jump far.\nMost spiders make webs to catch bugs. Then, they eat the bugs. But jumping spiders catch their food in another way. They jump onto flies and other bugs.\nOptions: (A) They catch bugs in a web. (B) They jump onto bugs. (C) They run fast to get bugs.\n" + }, + { + "from": "gpt", + "value": "The passage says that jumping spiders catch their food in a different way. They jump onto flies and other bugs. The answer is B." + } + ] + }, + { + "id": "19659", + "image": "19659\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Manny's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nManny was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Manny put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.\nOptions: (A) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour (B) how steady a parachute with a 1 m vent was at 200 km per hour (C) whether a parachute with a 1 m vent would swing too much at 400 km per hour\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "19665", + "image": "19665\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Illinois (B) Ohio (C) Arkansas (D) South Carolina\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arkansas is farthest west. The answer is C." + } + ] + }, + { + "id": "19676", + "image": "19676\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Buffalo Gap National Grassland ecosystem?\nContext: Figure: Buffalo Gap National Grassland.\nBuffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota. It is home to the endangered black-footed ferret. This is the only kind of ferret that is native to North America.\nOptions: (A) It has heavy rain. (B) It has a medium amount of rain. (C) It has cold winters and cool summers.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statement describes the Buffalo Gap National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has a medium amount of rain. The following statements do not describe Buffalo Gap National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has cold winters and cool summers. It has heavy rain. The answer is B." + } + ] + }, + { + "id": "19678", + "conversations": [ + { + "from": "human", + "value": "Which is smoother?\nContext: N/A\nOptions: (A) rock wall (B) glass marbles" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Smooth is a property. A smooth material is not rough or bumpy.\nLook at each picture, one at a time. Imagine touching the material shown in each picture.\nOf the choices, the glass marbles are smoother. Glass marbles do not feel rough or bumpy when you touch them. The answer is B." + } + ] + }, + { + "id": "19681", + "image": "19681\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) acetaldehyde (B) chloroform (C) oxygen\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C." + } + ] + }, + { + "id": "19691", + "image": "19691\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nCarbon tetrachloride is ().\nContext: The model below represents a molecule of carbon tetrachloride. Carbon tetrachloride was once used in fire extinguishers. It is no longer used because it is poisonous.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether carbon tetrachloride is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of carbon tetrachloride is composed of one carbon atom and four chlorine atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that carbon tetrachloride is composed of two chemical elements: carbon and chlorine. Since carbon tetrachloride is composed of multiple chemical elements bonded together, carbon tetrachloride is a compound. The answer is B." + } + ] + }, + { + "id": "19695", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nJamie's Falstaffian nature makes him stand out at a party.\nContext: N/A\nOptions: (A) Shakespeare (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\nThe protean nature of the disease makes it difficult to diagnose.\nThe word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. The source of the allusion Falstaffian is Shakespeare.\nSir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.\nThe allusion Falstaffian means characterized by joviality and enjoyment of food and drink. The answer is A." + } + ] + }, + { + "id": "19697", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) The greatest benefit of Parkour training is that it teaches people to see obstacles and challenges as opportunities. (B) Parkour is a physical discipline that involves getting from one point to another while navigating obstacles along the way." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved by research or observation.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThe statement above is a fact. The statement can be proved by researching the height of each man and comparing them.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThe statement above is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The second sentence states a fact.\nParkour is a physical discipline that involves getting from one point to another while navigating obstacles along the way.\nIt can be proved by reading an article about Parkour.\nThe first sentence states an opinion.\nThe greatest benefit of Parkour training is that it teaches people to see obstacles and challenges as opportunities.\nThe greatest benefit shows what a person believes, thinks, or feels. Another person might have a different opinion about whether this is Parkour's most important or greatest benefit. The answer is B." + } + ] + }, + { + "id": "19720", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Before Jake decided on a double major in history and Russian literature, he talked to them about the requirements for each major. (B) Before Jake decided on a double major in history and Russian literature, he talked to academic advisers about the requirements for each major." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.\nThe second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with academic advisers.\nBefore Jake decided on a double major in history and Russian literature, he talked to academic advisers about the requirements for each major. The answer is A." + } + ] + }, + { + "id": "19723", + "conversations": [ + { + "from": "human", + "value": "Look at the word. Does it have a closed syllable or an open syllable?\nso\nContext: N/A\nOptions: (A) open (B) closed" + }, + { + "from": "gpt", + "value": "Words are made up of syllables. Two kinds of syllables are closed and open.\nA closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.\ndesk: short e\nkit / ten: short i / short e\nAn open syllable ends with one vowel. It usually has a long vowel sound.\ngo: long o\nhe / ro: long e / long o\nSome open syllables end with y. The y makes a long e sound or a long i sound.\nsky: long i\nba / by: long a / long e The word so ends with a vowel and has a long vowel sound. So, it has an open syllable. The answer is A." + } + ] + }, + { + "id": "19725", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nPropane is ().\nContext: Propane is used as fuel for heaters, engines, and outdoor grills. The chemical formula for propane is C3H8.\nOptions: (A) an elementary substance (B) a compound" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether propane is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for propane is C3 H8. This formula contains two symbols: C for carbon and H for hydrogen. So, the formula tells you that propane is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, propane is a compound. The answer is B." + } + ] + }, + { + "id": "19726", + "image": "19726\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) fragile (B) bouncy (C) hard\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA fragile object will break into pieces if you drop it. The diamond is not fragile.\nA bouncy object will bounce back from the floor if you drop it. The fossil is not bouncy.\nThe property that all three objects have in common is hard. The answer is C." + } + ] + }, + { + "id": "19730", + "conversations": [ + { + "from": "human", + "value": "What does the verbal irony in this text suggest?\nAccording to Mr. Burton's kids, his snoring is as quiet as a jackhammer.\nContext: N/A\nOptions: (A) The snoring is loud. (B) The snoring occurs in bursts." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Burton's snoring. The answer is A." + } + ] + }, + { + "id": "19731", + "image": "19731\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) Africa (C) Asia (D) South America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is B." + } + ] + }, + { + "id": "19736", + "image": "19736\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is quartz a mineral or a rock?\nContext: Quartz has the following properties:\nsolid\nnot made by living things\nnaturally occurring\nwhite streak\nfixed crystal structure\nmade of a pure substance called silica\nOptions: (A) mineral (B) rock\n" + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Quartz has all the properties of a mineral. So, quartz is a mineral. The answer is A." + } + ] + }, + { + "id": "19756", + "image": "19756\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "19759", + "image": "19759\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these continents does the prime meridian intersect?\nContext: N/A\nOptions: (A) Antarctica (B) North America (C) South America\n" + }, + { + "from": "gpt", + "value": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. The prime meridian is the line at 0\u00b0 longitude. It intersects Antarctica. It does not intersect South America or North America. The answer is A." + } + ] + }, + { + "id": "19764", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Clarence inherited this trait?\nContext: Read the description of a trait.\nClarence has wavy hair.\nOptions: (A) Clarence's biological parents have wavy hair. (B) Clarence uses a headband to keep his wavy hair out of his face. (C) Clarence's biological mother has long hair. Clarence also has long hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "19778", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) hair clip (B) water in a fishbowl (C) air inside a raft (D) helium" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The water in a fishbowl is a liquid. A liquid takes the shape of any container it is in. If you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.\nA hair clip is a solid. A solid has a size and shape of its own. You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.\nThe air inside a raft is a gas. A gas expands to fill a space. The air in a raft expands to fill all the space inside the raft. If air leaks out, it will expand into the space around the raft.\nHelium is a gas. A gas expands to fill a space. Helium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will expand into the space around the balloon. The answer is A." + } + ] + }, + { + "id": "19782", + "image": "19782\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 1. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is weaker in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "19787", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Mary investigate with an experiment?\nContext: Mary is outside with her friend on a sunny day. Mary is wearing a light-colored shirt, and she notices that she feels colder than her friend, who is wearing a dark shirt. She wonders what factors affect how fabric warms an object. So, she decides to design an experiment. She has the following supplies available:\na black cotton shirt\na white cotton shirt\ntwo identical empty glass jars\ntwo thermometers\nOptions: (A) When placed in the sun, does a glass jar wrapped in cotton heat up more than a glass jar wrapped in wool? (B) When wrapped in a cotton shirt and placed in the sun, does a large jar or a small jar heat up more? (C) When placed in the sun, does a glass jar wrapped in a black cotton shirt heat up more than a glass jar wrapped in a white cotton shirt?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is C." + } + ] + }, + { + "id": "19788", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) Chrysotile is a solid. It is formed in nature. (B) Fluorite is a solid. It is formed in nature. (C) Cheese is not a pure substance. It is made by humans." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nCheese is not a pure substance. But all minerals are pure substances.\nCheese is made by humans. But minerals are not made by living things.\nSo, cheese is not a mineral.\nFluorite is a mineral.\nChrysotile is a mineral. The answer is C." + } + ] + }, + { + "id": "19789", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Alvin's phenotype for the eye color trait?\nContext: In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for brown eyes, and the allele e is for red eyes.\nAlvin, a guinea pig from this group, has brown eyes. Alvin has two alleles for brown eyes.\nOptions: (A) brown eyes (B) EE" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Alvin's observable version of the eye color trait is brown eyes. So, Alvin's phenotype for the eye color trait is brown eyes. The answer is A." + } + ] + }, + { + "id": "19791", + "image": "19791\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Virginia (B) Florida (C) South Carolina (D) Maryland\n" + }, + { + "from": "gpt", + "value": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is A." + } + ] + }, + { + "id": "19793", + "image": "19793\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Akira's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nWind turbines use wind power to produce electricity. Akira was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Akira created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.\nFigure: studying a wind turbine computer model.\nOptions: (A) how much the new turbine would weigh (B) whether the new turbine could produce 10% more electricity (C) if the new turbine could turn easily\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "19798", + "conversations": [ + { + "from": "human", + "value": "Select the liquid.\nContext: N/A\nOptions: (A) chocolate syrup (B) ballet shoes (C) tortoise shell (D) hair clip" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. A hair clip is a solid. A solid has a size and shape of its own. You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.\nA ballet shoe is a solid. A solid has a size and shape of its own. When a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own.\nChocolate syrup is a liquid. A liquid takes the shape of any container it is in. If you pour chocolate syrup into a container, the chocolate syrup will take the shape of that container. But the chocolate syrup will still take up the same amount of space.\nA tortoise shell is a solid. A solid has a size and shape of its own. A tortoise shell is made of a solid called keratin, just like your fingernails! The answer is A." + } + ] + }, + { + "id": "19807", + "image": "19807\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's mouth is also adapted to eat plant matter?\nContext: Cows are herbivores, or plant eaters. They eat grass and leaves. The 's mouth is adapted to grind up and eat plant matter.\nFigure: cow.\nOptions: (A) zebra (B) silky anteater\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the cow.\nThe cow has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the cow reach leaves and grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe zebra has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe silky anteater has a long tube-shaped mouth and no teeth. Its mouth is not adapted to eat plant matter. The silky anteater uses its mouth to get insects out of holes and burrows. The answer is A." + } + ] + }, + { + "id": "19818", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbaking an apple pie\nmaking jam\nContext: N/A\nOptions: (A) Both are only physical changes. (B) Both are caused by cooling. (C) Both are caused by heating." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking an apple pie is a chemical change. The type of matter in the pie changes when it is baked. The crust turns brown, and the apples become soft.\nMaking jam is a chemical change. It involves mixing fruit, sugar, and a substance called pectin.\nWhen these ingredients are mixed and cooked, the chemical bonds in their molecules are broken. The atoms then link together to form different molecules that make up the jam.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBoth changes are caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "19819", + "conversations": [ + { + "from": "human", + "value": "Select the animal that has a backbone.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones.\nOptions: (A) weaver ant (B) common toad" + }, + { + "from": "gpt", + "value": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A common toad is an amphibian. Like other amphibians, a common toad has a backbone.\nA weaver ant is an insect. Like other insects, a weaver ant does not have a backbone. It has a hard outer cover. The answer is B." + } + ] + }, + { + "id": "19824", + "conversations": [ + { + "from": "human", + "value": "Which is a simple sentence?\nContext: N/A\nOptions: (A) Larry picked raspberries in the field until his fingertips were stained red. (B) Henry Bacon's design of the Lincoln Memorial in Washington, D.C., won him a gold medal from the American Institute of Architects." + }, + { + "from": "gpt", + "value": "The first sentence is the simple sentence. It is a single independent clause.\nHenry Bacon's design of the Lincoln Memorial in Washington, D.C., won him a gold medal from the American Institute of Architects. The answer is B." + } + ] + }, + { + "id": "19830", + "conversations": [ + { + "from": "human", + "value": "What does the idiom in this text suggest?\nIn such an unfamiliar environment, Brody was a fish out of water.\nContext: N/A\nOptions: (A) Brody felt out of place. (B) Brody didn't have any friends." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake. The text uses an idiom, an expression that cannot be understood literally.\nThe idiom a fish out of water suggests that Brody felt out of place. A fish out of water is someone out of his or her usual, comfortable environment. The answer is A." + } + ] + }, + { + "id": "19850", + "image": "19850\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "19860", + "image": "19860\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.\nOptions: (A) each vial . . . the surroundings (B) the surroundings . . . each vial\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial. The answer is B." + } + ] + }, + { + "id": "19867", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Matt acquired this trait?\nContext: Read the description of a trait.\nMatt knows a lot about biology.\nOptions: (A) Matt is most interested in human biology. (B) Matt learned biology by reading, observing, and experimenting." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "19872", + "conversations": [ + { + "from": "human", + "value": "What does the allusion in this text suggest?\nWhen Lauren claimed she had loaded the dishwasher before turning on Dancing with the Stars, her mother replied, \"Your nose is growing!\"\nContext: N/A\nOptions: (A) Lauren was lying. (B) Lauren was goofy." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked. The text uses an allusion, a brief reference to someone or something well known.\nThe allusion nose is growing suggests that Lauren was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer. The answer is A." + } + ] + }, + { + "id": "19877", + "image": "19877\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's common name?\nContext: This organism is a marine file snake. It is also called Acrochordus granulatus.\nOptions: (A) marine file snake (B) Acrochordus granulatus\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Acrochordus granulatus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nAcrochordus granulatus is the organism's scientific name. So, you know that marine file snake is the common name. The answer is A." + } + ] + }, + { + "id": "19879", + "image": "19879\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) repel (B) attract\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A." + } + ] + }, + { + "id": "19882", + "image": "19882\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B." + } + ] + }, + { + "id": "19883", + "image": "19883\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following best describes a community in the Southern Ocean?\nContext: Read the passage. Then answer the question below.\n\nAntarctic krill is a species of swimming crustacean, similar to shrimp, that is about 5 centimeters long. Krill eat the algae that grow on the underside of sea ice in the Southern Ocean around Antarctica.\nPods of humpback whales swim to the Southern Ocean every summer. Humpback whales and other animals, such as emperor penguins and leopard seals, eat Antarctic krill. In fact, Antarctic krill are eaten by almost every animal in Antarctica!\nFigure: humpback whales in the Southern Ocean.\nOptions: (A) the algae, the sea ice, and the seawater (B) the Antarctic krill, the emperor penguins, and the leopard seals (C) a pod of humpback whales\n" + }, + { + "from": "gpt", + "value": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem. The answer is B." + } + ] + }, + { + "id": "19886", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Austin inherited this trait?\nContext: Read the description of a trait.\nAustin has hazel eyes.\nOptions: (A) Austin wears glasses and so do his sisters. (B) Austin's biological father wears contacts in his hazel eyes. (C) Austin's friend also has hazel eyes." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "19888", + "conversations": [ + { + "from": "human", + "value": "Which word does not rhyme?\nContext: N/A\nOptions: (A) hurl (B) curl (C) gull" + }, + { + "from": "gpt", + "value": "Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the same sound.\nThe words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.\nThe words tip and meet don't rhyme. They end with different sounds. The words curl and hurl rhyme. They both end with the url sound.\nThe word gull does not rhyme. It ends with a different sound. The answer is C." + } + ] + }, + { + "id": "19889", + "conversations": [ + { + "from": "human", + "value": "Which kind of place usually has taller buildings?\nContext: N/A\nOptions: (A) an urban area (B) a suburban area" + }, + { + "from": "gpt", + "value": "People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.\nAn urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.\nA suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.\nA rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.\nSome places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. Since there are more people in urban areas, the buildings are usually taller. Tall buildings can hold more people. The answer is A." + } + ] + }, + { + "id": "19894", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) The cold, sunless winter months in Dry Valleys, Antarctica, are unbearable. (B) Dry Valleys, Antarctica, is the driest place on Earth, followed by Arica, Chile." + }, + { + "from": "gpt", + "value": "Statements of fact make claims that are based on research, observation, or experimentation. Facts can be proved with evidence.\nNapoleon Bonaparte was shorter than King Louis XVI.\nThis statement is a fact. The statement can be verified by researching and comparing the height of each man.\nStatements of opinion make claims that are based on personal judgments or perspectives. Opinions can be supported by evidence, but they cannot be definitively proved.\nNapoleon Bonaparte was a better leader than King Louis XVI.\nThis statement is an opinion. People can have different ideas about what makes someone a \"better\" leader, so the statement cannot be proved. The first sentence states a fact. It can be verified by comparing places with the lowest annual rainfall.\nDry Valleys, Antarctica, is the driest place on Earth, followed by Arica, Chile.\nThe second sentence states an opinion. Unbearable indicates a personal judgment.\nThe cold, sunless winter months in Dry Valleys, Antarctica, are unbearable. The answer is B." + } + ] + }, + { + "id": "19899", + "image": "19899\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) transparent (B) smooth (C) flexible\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. The pool toy is flexible, but the ice hockey rink is not.\nA smooth object is not scratchy or rough. All four objects are smooth.\nYou can see clearly through a transparent object. The bucket and the slide are not transparent.\nThe property that all four objects have in common is smooth. The answer is B." + } + ] + }, + { + "id": "19903", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nMuch to our shock, Marshall chose to turn the other cheek when Sadie insulted him in a meeting.\nContext: N/A\nOptions: (A) U.S. history (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion turn the other cheek is the Bible.\nIn the Bible, Jesus counsels his followers to resist retaliation. He says that if they are struck on the right cheek, they shouldn't lash out; instead, they should turn the other cheek toward their attacker.\nThe allusion turn the other cheek means to respond without aggression. The answer is B." + } + ] + }, + { + "id": "19904", + "image": "19904\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which trait did Meiolania have? Select the trait you can observe on the fossil.\nContext: This picture shows a fossil of an ancient animal called Meiolania. An adult Meiolania was about eight feet long.\nOptions: (A) long, thin antennae (B) toes\n" + }, + { + "from": "gpt", + "value": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. The answer is B." + } + ] + }, + { + "id": "19905", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nPotassium nitrate is ().\nContext: Potassium nitrate can be combined with fuels to make powerful explosions. So, it is often used in gunpowder and fireworks. The chemical formula for potassium nitrate is KNO3.\nOptions: (A) a compound (B) an elementary substance" + }, + { + "from": "gpt", + "value": "Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.\nThe symbol for each element in a substance is shown in the substance's chemical formula.\nAn elementary substance is represented by a chemical formula that contains only one symbol.\nThe symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.\nFor example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.\nThe chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.\nA compound is represented by a chemical formula that contains multiple symbols.\nFor example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. You can tell whether potassium nitrate is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.\nThe chemical formula for potassium nitrate is KNO3. This formula contains three symbols: K for potassium, N for nitrogen, and O for oxygen. So, the formula tells you that potassium nitrate is made of three chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, potassium nitrate is a compound. The answer is A." + } + ] + }, + { + "id": "19908", + "image": "19908\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Spokane (B) Olympia (C) Springfield (D) Seattle\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is B." + } + ] + }, + { + "id": "19912", + "image": "19912\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Barry and Mona trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBarry and Mona open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Barry wanted broccoli in his lunch and Mona was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Mona can trade her almonds for Barry's tomatoes. (B) Mona can trade her broccoli for Barry's oranges. (C) Barry can trade his tomatoes for Mona's sandwich. (D) Barry can trade his tomatoes for Mona's broccoli.\n" + }, + { + "from": "gpt", + "value": "Barry wanted broccoli in his lunch and Mona was hoping for tomatoes. Look at the labeled part of the images.\nBarry has tomatoes. Mona has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is D." + } + ] + }, + { + "id": "19913", + "conversations": [ + { + "from": "human", + "value": "According to Newton's third law, what other force must be happening?\nContext: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.\nConsider the following force:\nSebastian is pulling on a full suitcase.\nOptions: (A) The suitcase is pushing on Sebastian. (B) The suitcase is pulling on Sebastian." + }, + { + "from": "gpt", + "value": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Sebastian is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Sebastian. The answer is B." + } + ] + }, + { + "id": "19922", + "image": "19922\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Maine?\nContext: N/A\nOptions: (A) Portland (B) Hartford (C) Augusta (D) Athens\n" + }, + { + "from": "gpt", + "value": "Augusta is the capital of Maine. The answer is C." + } + ] + }, + { + "id": "19926", + "conversations": [ + { + "from": "human", + "value": "Suppose Chandler decides to get the caramel swirl ice cream. Which result would be a cost?\nContext: Chandler is deciding whether to get praline pecan ice cream or caramel swirl ice cream. He likes praline pecan more than caramel swirl. But a scoop of caramel swirl ice cream comes with a free waffle cone.\nOptions: (A) Chandler will give up the chance to eat the praline pecan ice cream. He likes this flavor more than caramel swirl. (B) Chandler will get a free waffle cone. He will enjoy the waffle cone." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Chandler wants or needs:\nChandler will give up the chance to eat the praline pecan ice cream. He likes this flavor more than caramel swirl. The answer is A." + } + ] + }, + { + "id": "19928", + "image": "19928\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Darnell's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDarnell was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Darnell had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Darnell checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.\nOptions: (A) whether an inexpensive filter would become clogged more often (B) whether the filter was clogged (C) the amount of bacteria in the water before it was filtered\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "19934", + "image": "19934\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) North America (B) Australia (C) Antarctica (D) South America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Australia. The answer is B." + } + ] + }, + { + "id": "19937", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) The trek across New Zealand's South Island is exhausting, but the gorgeous views make it worth the effort. (B) At the auction, several paintings by famous artists were for sale, including one by Pablo Picasso." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.\nThe trek across New Zealand's South Island is exhausting, but the gorgeous views make it worth the effort. The answer is A." + } + ] + }, + { + "id": "19948", + "conversations": [ + { + "from": "human", + "value": "Would you find the word won on a dictionary page with the following guide words?\nwhite - win\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince won is not between the guide words white - win, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "19952", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nYesterday's tennis match was a classic David and Goliath story, with Michael playing against his former team captain, Erik.\nContext: N/A\nOptions: (A) a poem (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion David and Goliath is the Bible.\nIn the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.\nThe allusion David and Goliath means involving unequal rivals. The answer is B." + } + ] + }, + { + "id": "19955", + "image": "19955\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Kiribati (B) Nauru (C) the Federated States of Micronesia (D) the Marshall Islands\n" + }, + { + "from": "gpt", + "value": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is D." + } + ] + }, + { + "id": "19963", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\n\"Frank's personality is very Jekyll and Hyde,\" Kristen told her brother.\nContext: N/A\nOptions: (A) literature (B) a song" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Jekyll and Hyde is literature.\nRobert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.\nThe allusion Jekyll and Hyde means kind then cruel. The answer is A." + } + ] + }, + { + "id": "19981", + "image": "19981\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Montana?\nContext: N/A\nOptions: (A) Helena (B) Carson City (C) Nampa (D) Boise\n" + }, + { + "from": "gpt", + "value": "Helena is the capital of Montana. The answer is A." + } + ] + }, + { + "id": "19984", + "image": "19984\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food chain, the brown trout is a secondary consumer. Why?\nContext: This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.\nOptions: (A) It eats a secondary consumer. (B) It eats a primary consumer. (C) It eats a producer.\n" + }, + { + "from": "gpt", + "value": "Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer! In this food chain, the brown trout is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the midge larva. The answer is B." + } + ] + }, + { + "id": "19990", + "conversations": [ + { + "from": "human", + "value": "Select the solid.\nContext: N/A\nOptions: (A) slide (B) air inside a bubble (C) air inside a soccer ball (D) rain" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Rain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.\nThe air inside a soccer ball is a gas. A gas expands to fill a space. The air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball.\nThe air inside a bubble is a gas. A gas expands to fill a space. The air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.\nA slide is a solid. A solid has a size and shape of its own. A slide has a size and shape of its own, even when you sit on it. The answer is A." + } + ] + }, + { + "id": "19998", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Kline Electronics has a reputation for responding real quick to customer concerns and questions. (B) Kline Electronics has a reputation for responding quickly to all customer concerns and questions." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is B." + } + ] + }, + { + "id": "20001", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nYou've reached Steven Crawford's voice mail. Please leave a detailed message at the beep, and I will return your call at my earliest convenience.\nContext: N/A\nOptions: (A) verbal irony (B) onomatopoeia" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses onomatopoeia, a word that expresses a sound.\nBeep represents the sound that tells the caller to start recording a message. The answer is B." + } + ] + }, + { + "id": "20002", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Pablo investigate with an experiment?\nContext: Pablo and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:\nthree different types of tomato seeds\none bag of potting soil\nfive identical clay pots\nwater\nOptions: (A) Which of the three types of tomato seeds sprouts the fastest? (B) Which type of soil will cause a certain kind of tomato plant to grow the most fruit? (C) Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is A." + } + ] + }, + { + "id": "20003", + "image": "20003\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Utah?\nContext: N/A\nOptions: (A) Denver (B) Provo (C) Salt Lake City (D) Orlando\n" + }, + { + "from": "gpt", + "value": "Salt Lake City is the capital of Utah. The answer is C." + } + ] + }, + { + "id": "20007", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) Peterson Electronics has a reputation for responding quickly to all customer concerns and questions. (B) Peterson Electronics has a reputation for responding real quick to customer concerns and questions." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The second sentence is less formal. You can tell because it uses conversational language (real quick).\nThe first sentence uses formal language in place of the conversational language, so it is more formal overall. The answer is A." + } + ] + }, + { + "id": "20009", + "conversations": [ + { + "from": "human", + "value": "How long does it take to fly across the United States in an airplane?\nContext: Select the better estimate.\nOptions: (A) 5 minutes (B) 5 hours" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?\nThe number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.\nTime is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.\nThere are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.\nThere are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. The better estimate for how long it takes to fly across the United States in an airplane is 5 hours.\n5 minutes is too fast. The answer is B." + } + ] + }, + { + "id": "20011", + "conversations": [ + { + "from": "human", + "value": "In what part of the United States did Rosa Parks grow up?\nContext: N/A\nOptions: (A) the Midwest (B) the Northeast (C) the West (D) the South" + }, + { + "from": "gpt", + "value": "Rosa Parks grew up in the South.\nRosa Parks grew up in the state of Alabama. Alabama is in the South. Look at the map below. The answer is D." + } + ] + }, + { + "id": "20020", + "image": "20020\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is also adapted for survival in cold places?\nContext: Caribou live in Canada and the northern United States. The 's skin is adapted to help the animal survive in cold places.\nFigure: caribou.\nOptions: (A) naked mole rat (B) snowy owl\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the caribou.\nDuring the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places. The caribou uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.\nThe naked mole rat has thin skin covering its body. Its skin is not adapted for survival in cold places. The answer is B." + } + ] + }, + { + "id": "20021", + "conversations": [ + { + "from": "human", + "value": "Which wax candle has more thermal energy?\nContext: Two 14-gram wax candles are identical except for their temperatures.\nOptions: (A) the hotter wax candle (B) the colder wax candle" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two wax candles are made of the same material and have the same mass. So, the hotter wax candle has more thermal energy. The answer is A." + } + ] + }, + { + "id": "20024", + "image": "20024\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alaska?\nContext: N/A\nOptions: (A) Bismarck (B) Juneau (C) Nampa (D) Santa Fe\n" + }, + { + "from": "gpt", + "value": "Juneau is the capital of Alaska. The answer is B." + } + ] + }, + { + "id": "20036", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Trisha acquired this trait?\nContext: Read the description of a trait.\nTrisha knows how to make chili.\nOptions: (A) When Trisha was young, her grandmother taught her how to cut chili peppers. (B) Trisha learned how to make chili from a recipe book. (C) Trisha's friends like to make chili with her." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "20040", + "image": "20040\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's common name?\nContext: This organism is Carcharodon carcharias. It is also called a great white shark.\nOptions: (A) great white shark (B) Carcharodon carcharias\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Carcharodon carcharias is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCarcharodon carcharias is the organism's scientific name. So, you know that great white shark is the common name. The answer is A." + } + ] + }, + { + "id": "20041", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nLester is good at baking.\nContext: Hint: Baking well takes practice.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to bake. Instead, many people learn how to bake. So, baking is an acquired trait. The answer is A." + } + ] + }, + { + "id": "20043", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) Best Regards,\nRoy (B) Best regards,\nRoy" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The second closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is B." + } + ] + }, + { + "id": "20046", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nBrenda has five toes on each foot.\nContext: Hint: Brenda was born with five toes on each foot.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five toes on each foot. So, having five toes is an inherited trait. The answer is B." + } + ] + }, + { + "id": "20051", + "image": "20051\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Reno (B) Carson City (C) Olympia (D) Austin\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is B." + } + ] + }, + { + "id": "20062", + "image": "20062\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following fossils is younger? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nOptions: (A) feather (B) ginkgo leaf\n" + }, + { + "from": "gpt", + "value": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe feather fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the feather fossil is most likely younger than the ginkgo leaf fossil. The answer is A." + } + ] + }, + { + "id": "20065", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that Herman's mass did not change.\nThe gravitational potential energy stored between Herman and Earth () as he hiked toward the summit.\nContext: Read the text about a person in motion.\nHerman hiked up a tall mountain. He followed a trail all the way to the summit.\nOptions: (A) increased (B) stayed the same (C) decreased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between Herman and the center of Earth changed.\nThe summit of the mountain was higher than the point where Herman started hiking. As he hiked toward the summit, the distance between Herman and the center of Earth increased. So, the gravitational potential energy stored between Herman and Earth increased as he hiked toward the summit. The answer is A." + } + ] + }, + { + "id": "20075", + "image": "20075\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of green particles?\nContext: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nOptions: (A) neither; their concentrations are the same (B) Solution A (C) Solution B\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is B." + } + ] + }, + { + "id": "20081", + "conversations": [ + { + "from": "human", + "value": "Which is a simple sentence?\nContext: N/A\nOptions: (A) Lorenzo will read the script on his own, and then we'll practice our lines together. (B) Shelby and her sisters drew a map of the United States and hung it on the wall." + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw a flash of lightning, and seconds later we heard the rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids. The second sentence is the simple sentence. It is a single independent clause.\nShelby and her sisters drew a map of the United States and hung it on the wall. The answer is B." + } + ] + }, + { + "id": "20095", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) Muscovite is a pure substance. It is not made by living things. (B) A shark's tooth is made by a living thing. It is not a pure substance. (C) Chrysotile is a solid. It is a pure substance." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nMuscovite is a mineral.\nA shark's tooth is made by a living thing. But minerals are not made by living things.\nA shark's tooth is not a pure substance. But all minerals are pure substances.\nSo, a shark's tooth is not a mineral.\nChrysotile is a mineral. The answer is B." + } + ] + }, + { + "id": "20115", + "image": "20115\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is this spatula made of?\nContext: N/A\nOptions: (A) cotton (B) wood\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the spatula.\nThe spatula is made of two different materials. The handle is made of wood, and the head is made of rubber. The answer is B." + } + ] + }, + { + "id": "20116", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a rock.\nContext: N/A\nOptions: (A) A marble is made by humans. It is a solid. (B) Dolerite is a solid. It is not made by living things. (C) Marble is not made by living things. It is formed in nature." + }, + { + "from": "gpt", + "value": "Rocks are made of minerals. Here are some properties of rocks:\nThey are solid.\nThey are formed in nature.\nThey are not made by living things.\nThey are not pure substances. Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.\nA marble is made by humans. But rocks are not made by living things.\nSo, a marble is not a rock.\nMarble is a rock.\nDolerite is a rock. The answer is A." + } + ] + }, + { + "id": "20117", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\nlike - lumber\nContext: N/A\nOptions: (A) lamb (B) looked" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince looked is between the guide words like - lumber, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "20119", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nAaron can ride a motorcycle.\nContext: Hint: Riding a motorcycle well takes practice.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. The answer is A." + } + ] + }, + { + "id": "20120", + "image": "20120\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which animal's skin is also adapted for survival in cold places?\nContext: Arctic wolves live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.\nFigure: Arctic wolf.\nOptions: (A) Amazon milk frog (B) Eurasian lynx\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic wolf.\nThe Arctic wolf has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic wolf uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe Amazon milk frog has thin, moist skin. Its skin is not adapted for survival in cold places. The answer is B." + } + ] + }, + { + "id": "20121", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Fernando acquired this trait?\nContext: Read the description of a trait.\nFernando knows a lot about history.\nOptions: (A) Fernando learned history by reading. (B) Fernando is most interested in American history." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "20132", + "image": "20132\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is stronger in Pair 1. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is stronger in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. The answer is C." + } + ] + }, + { + "id": "20134", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nwater freezing into ice\nbending a paper clip\nContext: N/A\nOptions: (A) Both are caused by heating. (B) Both are caused by cooling. (C) Both are only physical changes. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nWater freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.\nBending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nWater freezing is caused by cooling. But bending a paper clip is not. The answer is C." + } + ] + }, + { + "id": "20135", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nTwo hawks rest in the tree.\nContext: N/A\nOptions: (A) present tense (B) past tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in present tense. You can tell because it uses a present-tense verb, rest. The verb tells you about something that is true or happening now. The answer is A." + } + ] + }, + { + "id": "20145", + "image": "20145\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with a gray body to offspring with a golden body? Choose the most likely ratio.\nContext: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a golden body (b) is recessive to the allele for a gray body (B).\nThis Punnett square shows a cross between two guppies.\nOptions: (A) 1:3 (B) 2:2 (C) 3:1 (D) 0:4 (E) 4:0\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with a gray body or a golden body, consider whether each phenotype is the dominant or recessive allele's version of the body color trait. The question tells you that the b allele, which is for a golden body, is recessive to the B allele, which is for a gray body.\nA gray body is the dominant allele's version of the body color trait. A guppy with the dominant version of the body color trait must have at least one dominant allele for the body color gene. So, offspring with a gray body must have the genotype BB or Bb.\nThere are 3 boxes in the Punnett square with the genotype BB or Bb. These boxes are highlighted below.\nA golden body is the recessive allele's version of the body color trait. A guppy with the recessive version of the body color trait must have only recessive alleles for the body color gene. So, offspring with a golden body must have the genotype bb.\nThere is 1 box in the Punnett square with the genotype bb. This box is highlighted below.\nSo, the expected ratio of offspring with a gray body to offspring with a golden body is 3:1. This means that, on average, this cross will produce 3 offspring with a gray body for every 1 offspring with a golden body. The answer is C." + } + ] + }, + { + "id": "20148", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Zane inherited this trait?\nContext: Read the description of a trait.\nZane has naturally brown hair.\nOptions: (A) Zane's biological mother often wears her naturally brown hair in a bun. (B) Zane and his siblings all have naturally straight hair. (C) Zane and his biological father have short hair." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "20159", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nIsaac returned to the parking lot to find his car somewhat destroyed. Apparently someone had crashed into it while he was working and had broken the entire front windshield.\nContext: N/A\nOptions: (A) oxymoron (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nSomewhat destroyed is a contradiction, because somewhat means partially or moderately, and destroyed implies totally wrecked. The answer is A." + } + ] + }, + { + "id": "20161", + "conversations": [ + { + "from": "human", + "value": "Select the liquid.\nContext: N/A\nOptions: (A) screwdriver (B) air inside a balloon (C) hammer (D) grape juice" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. The air inside a balloon is a gas. A gas expands to fill a space. The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.\nGrape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space.\nA screwdriver is a solid. A solid has a size and shape of its own. This screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids.\nA hammer is a solid. A solid has a size and shape of its own. A hammer is made of iron and wood. Both iron and wood are solids. The answer is D." + } + ] + }, + { + "id": "20166", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Digby's genotype for the fur length gene?\nContext: In a group of dogs, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.\nDigby, a dog from this group, has short fur. Digby has two alleles for short fur.\nOptions: (A) short fur (B) FF" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. Digby has two alleles for short fur (F). So, Digby's genotype for the fur length gene is FF. The answer is B." + } + ] + }, + { + "id": "20170", + "conversations": [ + { + "from": "human", + "value": "According to Newton's third law, what other force must be happening?\nContext: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.\nConsider the following force:\nHelen's foot is pushing on her car's gas pedal.\nOptions: (A) The gas pedal is pulling on Helen's foot. (B) The gas pedal is pushing on Helen's foot." + }, + { + "from": "gpt", + "value": "According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.\nFor example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. Helen's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Helen's foot. The answer is B." + } + ] + }, + { + "id": "20172", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nYou think Todd should be class president? I just can't see it. He reads romance novels for fun.\nContext: N/A\nOptions: (A) bandwagon fallacy: the assumption that the popular choice is automatically correct (B) ad hominem: an attack against the person making the argument, rather than the argument itself (C) circular reasoning: an argument that supports a claim with the claim itself" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Todd shouldn't be class president because he reads romance novels for fun. This is a personal attack on Todd that isn't relevant to whether he would be a good class president. This illustrates a type of logical fallacy known as ad hominem. The answer is B." + } + ] + }, + { + "id": "20173", + "image": "20173\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which fish's mouth is also adapted for tearing through meat?\nContext: Barracudas often hunt large fish for food. The 's mouth is adapted to tear through meat.\nFigure: barracuda.\nOptions: (A) seahorse (B) starry moray\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the barracuda.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe seahorse a long, narrow mouth. Its mouth is not adapted for tearing through meat. The answer is B." + } + ] + }, + { + "id": "20174", + "image": "20174\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Catoctin Mountain Park ecosystem?\nContext: Figure: Catoctin Mountain Park.\nCatoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland. Most of this forest was cut down for its wood in the early 1900s. But since the 1940s, conservation efforts have allowed the forest to return to much of this park.\nOptions: (A) It has many different types of trees. (B) It has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Catoctin Mountain Park ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has warm, wet summers and cold, wet winters. It has soil that is rich in nutrients. The following statement does not describe Catoctin Mountain Park: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has many different types of trees. The answer is B." + } + ] + }, + { + "id": "20176", + "image": "20176\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Utah (B) Minnesota (C) Kentucky (D) Mississippi\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Minnesota is farthest north. The answer is B." + } + ] + }, + { + "id": "20180", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Mike inherited this trait?\nContext: Read the description of a trait.\nMike has freckles.\nOptions: (A) Mike has freckles on his nose and shoulders. (B) Mike and his biological mother have pale skin. (C) Mike's biological parents have freckles on their noses just as Mike does." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is C." + } + ] + }, + { + "id": "20184", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) Birds are the only living animals that have feathers. (B) Peacock feathers can make any room look fancy." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The first sentence states a fact.\nBirds are the only living animals that have feathers.\nIt can be proved by reading a book about birds.\nThe second sentence states an opinion.\nPeacock feathers can make any room look fancy.\nFancy shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes something look fancy. The answer is A." + } + ] + }, + { + "id": "20187", + "image": "20187\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) fragile (B) stretchy (C) sour\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. The rubber band is not fragile.\nA stretchy object gets longer when you pull on it. All four objects are stretchy.\nA lemon has a sour taste. The melted marshmallow is not sour.\nThe property that all four objects have in common is stretchy. The answer is B." + } + ] + }, + { + "id": "20189", + "image": "20189\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is Nerium oleander made up of one cell?\nContext: This organism is Nerium oleander. It is a member of the plant kingdom.\nNerium oleander is commonly called an oleander plant. Oleander plants are toxic to many animals. Oleander plants contain a poison that can make animals sick. This poison helps protect oleander plants from being eaten by animals.\nOptions: (A) no (B) yes\n" + }, + { + "from": "gpt", + "value": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes Nerium oleander is a plant. Plants are made up of many cells. The answer is A." + } + ] + }, + { + "id": "20192", + "conversations": [ + { + "from": "human", + "value": "Select the fish.\nContext: N/A\nOptions: (A) cane toad (B) gray tree frog (C) ocean sunfish (D) spotted dolphin" + }, + { + "from": "gpt", + "value": "Fish live underwater. They have fins, not limbs. A spotted dolphin is a mammal. It has hair and feeds its young milk.\nDolphins may look like sharks or other fish, but they are mammals! When a baby dolphin is born, it has hair around its jaw. This hair falls out as the dolphin grows.\nA gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nAn ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.\nA cane toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole. The answer is C." + } + ] + }, + { + "id": "20203", + "image": "20203\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which statement describes the Kaeng Krachan National Park ecosystem?\nContext: Figure: Kaeng Krachan National Park.\nKaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand. It is Thailand's largest national park and has many animals, including elephants.\nOptions: (A) It has many different types of organisms. (B) It has mostly small plants. (C) It has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients. It has mostly small plants. The answer is A." + } + ] + }, + { + "id": "20208", + "image": "20208\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Reno (B) Las Vegas (C) Carson City (D) Bismarck\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is C." + } + ] + }, + { + "id": "20215", + "conversations": [ + { + "from": "human", + "value": "Select the animal that does not have a backbone.\nContext: Hint: Insects, spiders, and worms do not have backbones.\nOptions: (A) ladybug (B) porcupine" + }, + { + "from": "gpt", + "value": "Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.\nOther animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. A ladybug is an insect. Like other insects, a ladybug does not have a backbone. It has a hard outer cover.\nA porcupine is a mammal. Like other mammals, a porcupine has a backbone. The answer is A." + } + ] + }, + { + "id": "20217", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nAs Dale sat down on the rickety old chair, it abruptly collapsed beneath him.\nContext: N/A\nOptions: (A) compound-complex (B) complex (C) simple (D) compound" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.\nAs Dale sat down on the rickety old chair, it abruptly collapsed beneath him. The answer is B." + } + ] + }, + { + "id": "20219", + "image": "20219\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) New Mexico (B) Ohio (C) New Hampshire (D) Delaware\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Hampshire is farthest east. The answer is C." + } + ] + }, + { + "id": "20221", + "image": "20221\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alaska?\nContext: N/A\nOptions: (A) Juneau (B) Boston (C) Fairbanks (D) Honolulu\n" + }, + { + "from": "gpt", + "value": "Juneau is the capital of Alaska. The answer is A." + } + ] + }, + { + "id": "20224", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAfter spending weeks in New York City, Helen was a bit unnerved by the deafening silence of her small hometown.\nContext: N/A\nOptions: (A) oxymoron (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses an oxymoron, a joining of two seemingly contradictory terms.\nDeafening silence is a contradiction, because deafening describes something extremely loud, and silence is the absence of sound. The answer is A." + } + ] + }, + { + "id": "20226", + "conversations": [ + { + "from": "human", + "value": "How long is a leather belt?\nContext: Select the best estimate.\nOptions: (A) 30 yards (B) 30 miles (C) 30 feet (D) 30 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a leather belt is 30 inches.\n30 feet, 30 yards, and 30 miles are all too long. The answer is D." + } + ] + }, + { + "id": "20231", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nKnitting yarn into a scarf is a ().\nContext: N/A\nOptions: (A) chemical change (B) physical change" + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. Knitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter. The answer is B." + } + ] + }, + { + "id": "20239", + "conversations": [ + { + "from": "human", + "value": "Select the temperature shown by this thermometer.\nContext: N/A\nOptions: (A) 110\u00b0F (B) 125\u00b0F (C) 95\u00b0F" + }, + { + "from": "gpt", + "value": "A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is \u00b0.\nSome thermometers measure temperature in degrees Fahrenheit (\u00b0F). Fahrenheit is one scale used to measure temperature.\nThis is a tube thermometer. It has a tube filled with a red liquid.\nThere is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80\u00b0F. Find the top of the red liquid.\nNow look at the scale to the right. The top of the red liquid lines up with 110. So, the temperature is 110\u00b0F. The answer is A." + } + ] + }, + { + "id": "20241", + "image": "20241\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Louisiana?\nContext: N/A\nOptions: (A) Baton Rouge (B) Anchorage (C) Charleston (D) Juneau\n" + }, + { + "from": "gpt", + "value": "Baton Rouge is the capital of Louisiana. The answer is A." + } + ] + }, + { + "id": "20244", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nThroughout the ages, human beings have pondered the many mysteries of the moon.\nContext: N/A\nOptions: (A) alliteration (B) verbal irony" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAlliteration is the repetition of sounds at the beginning of nearby words.\nWhat a lucky little lady you are!\nAn allusion is a brief reference to something or someone well known, often from history or literature.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nAn idiom is an expression that cannot be understood literally. Its meaning must be learned.\nThe assignment was a piece of cake.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night.\nA metaphor compares two things that are not actually alike without using like or as.\nThe snow formed a blanket over the town.\nOnomatopoeia involves using a word that expresses a sound.\nThe scrambled eggs hit the floor with a splat.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind.\nA pun involves using a word or phrase in a humorous way that suggests more than one meaning.\nA great new broom is sweeping the nation.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face. The text uses alliteration, the repetition of sounds at the beginning of nearby words.\nMany mysteries of the moon repeats the m sound. The answer is A." + } + ] + }, + { + "id": "20245", + "image": "20245\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample A (B) sample B (C) neither; the samples have the same temperature\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B." + } + ] + }, + { + "id": "20256", + "image": "20256\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest north?\nContext: N/A\nOptions: (A) Arizona (B) Mississippi (C) Oklahoma (D) Wyoming\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Wyoming is farthest north. The answer is D." + } + ] + }, + { + "id": "20262", + "image": "20262\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these organisms contains matter that was once part of the bilberry?\nContext: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nOptions: (A) collared lemming (B) earthworm (C) lichen (D) bear sedge\n" + }, + { + "from": "gpt", + "value": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.\nNo arrow points to the lichen. So, in this food web, matter does not move from the bilberry to the lichen.\nNo arrow points to the bear sedge. So, in this food web, matter does not move from the bilberry to the bear sedge.\nThere are two arrows pointing to the collared lemming. One arrow starts from the bear sedge, and the other arrow starts from the lichen. Neither the bear sedge nor the lichen has an arrow pointing to it. So, in this food web, matter does not move from the bilberry to the collared lemming. The answer is B." + } + ] + }, + { + "id": "20268", + "conversations": [ + { + "from": "human", + "value": "Select the one substance that is not a mineral.\nContext: N/A\nOptions: (A) Quartz is not made by living things. It is a solid. (B) Chalcopyrite is a solid. It is not made by living things. (C) A shark's tooth is not a pure substance. It is a solid." + }, + { + "from": "gpt", + "value": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.\nChalcopyrite is a mineral.\nQuartz is a mineral.\nA shark's tooth is not a pure substance. But all minerals are pure substances.\nSo, a shark's tooth is not a mineral. The answer is C." + } + ] + }, + { + "id": "20280", + "image": "20280\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Boise (B) Pierre (C) Carson City (D) Portland\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is C." + } + ] + }, + { + "id": "20283", + "image": "20283\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a cockatiel produced by this cross will have bright orange cheeks?\nContext: In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).\nThis Punnett square shows a cross between two cockatiels.\nOptions: (A) 2/4 (B) 1/4 (C) 4/4 (D) 0/4 (E) 3/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is A." + } + ] + }, + { + "id": "20303", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nDustin will read his book before bed.\nContext: N/A\nOptions: (A) present tense (B) past tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, read. The verb tells you about something that is going to happen. The answer is C." + } + ] + }, + { + "id": "20320", + "conversations": [ + { + "from": "human", + "value": "How long is a drinking straw?\nContext: Select the best estimate.\nOptions: (A) 25 centimeters (B) 25 kilometers (C) 25 meters (D) 25 millimeters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of a drinking straw is 25 centimeters.\n25 millimeters is too short. 25 meters and 25 kilometers are too long. The answer is A." + } + ] + }, + { + "id": "20323", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nTori's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded.\nContext: N/A\nOptions: (A) paradox (B) oxymoron" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nNobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there. The answer is A." + } + ] + }, + { + "id": "20334", + "image": "20334\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Virginia (B) New Jersey (C) Kentucky (D) Massachusetts\n" + }, + { + "from": "gpt", + "value": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is D." + } + ] + }, + { + "id": "20337", + "image": "20337\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Connecticut?\nContext: N/A\nOptions: (A) Hartford (B) Burlington (C) Boston (D) Harrisburg\n" + }, + { + "from": "gpt", + "value": "Hartford is the capital of Connecticut. The answer is A." + } + ] + }, + { + "id": "20339", + "conversations": [ + { + "from": "human", + "value": "The movers lift the boxes at the same speed. Which box is lifted with a larger force?\nContext: Two movers are putting heavy boxes into their truck. The boxes are the same shape and size. Each mover lifts one box up into the truck at a time.\nOptions: (A) a box holding 40 pounds (B) a box holding 30 pounds" + }, + { + "from": "gpt", + "value": "A force is a push or a pull.\nA force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.\nForces can be different sizes.\nThink about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. Look for the box that is heavier.\nA box holding 40 pounds is heavier than a box holding 30 pounds. So, the box holding 40 pounds needs a larger force to start moving upward at the same speed as the other box. The answer is A." + } + ] + }, + { + "id": "20340", + "conversations": [ + { + "from": "human", + "value": "Compare the motion of three bicycles. Which bicycle was moving at the lowest speed?\nContext: N/A\nOptions: (A) a bicycle that moved 115miles east in 10hours (B) a bicycle that moved 120miles west in 10hours (C) a bicycle that moved 280miles north in 10hours" + }, + { + "from": "gpt", + "value": "An object's speed tells you how fast the object is moving. Speed depends on both distance and time.\nDistance tells you how far the object has moved. One unit used to measure distance is the mile.\nTime tells you how long the object has spent moving. One unit used to measure time is the hour.\nThink about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.\nNotice that each bicycle moved for 10 hours. The bicycle that moved 115 miles moved the shortest distance in that time. So, that bicycle must have moved at the lowest speed. The answer is A." + } + ] + }, + { + "id": "20347", + "image": "20347\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which term matches the picture?\nContext: Read the text.\nAll animals that live on land have some sort of skeletal system. Some animals have what is called an endoskeleton. They have a system of connected bones inside their bodies. This skeleton grows as the animal grows. This helps to support a larger body. Other animals have what is called an exoskeleton. An exoskeleton is a hard covering on the outside of an animal's body. Exoskeletons do not change size, so they must be shed and replaced as an animal grows.\nOptions: (A) endoskeleton (B) exoskeleton\n" + }, + { + "from": "gpt", + "value": "An exoskeleton is a skeleton that is outside of an animal's body. Insects, like dragonflies, have exoskeletons. When they grow, they molt and shed their exoskeletons. The answer is B." + } + ] + }, + { + "id": "20349", + "image": "20349\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is B." + } + ] + }, + { + "id": "20351", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) The modern sport of golf developed in Scotland in the late 1400s. (B) Golf is possibly the dumbest sport that was ever invented." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved to be true.\nThe month of July has more days than the month of June.\nThis is a fact. It can be proved by looking at a calendar and counting the number of days in each month.\nAn opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.\nJuly is a better month than June for camping.\nThis is an opinion. People may have different opinions about which month is \"better\" for camping. The second sentence states a fact.\nThe modern sport of golf developed in Scotland in the late 1400 s.\nIt can be proved by reading a book about the history of golf.\nThe first sentence states an opinion.\nGolf is possibly the dumbest sport that was ever invented.\nDumbest shows what a person believes, thinks, or feels. Another person might have a different opinion about what is dumb. The answer is A." + } + ] + }, + { + "id": "20368", + "image": "20368\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnetic force is weaker in Pair 2. (B) The magnetic force is weaker in Pair 1. (C) The strength of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "20381", + "image": "20381\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is weaker in Pair 1. (C) The magnetic force is weaker in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "20382", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbreaking a plate\ncutting your fingernails\nContext: N/A\nOptions: (A) Both are chemical changes. (B) Both are caused by heating. (C) Both are only physical changes. (D) Both are caused by cooling." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBreaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.\nCutting your fingernails is a physical change. Your fingernails are shorter after you cut them. But the pieces are still made of the same type of matter as the uncut fingernails.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "20383", + "image": "20383\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Virginia (B) Rhode Island (C) Mississippi (D) Minnesota\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Minnesota is farthest west. The answer is D." + } + ] + }, + { + "id": "20384", + "conversations": [ + { + "from": "human", + "value": "Which object has the most thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a fish tank at a temperature of 76\u00b0F (B) a fish tank at a temperature of 52\u00b0F (C) a fish tank at a temperature of 66\u00b0F" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. All three fish tanks have the same mass but different temperatures. Since the 76\u00b0F fish tank is the hottest, it has the most thermal energy. The answer is A." + } + ] + }, + { + "id": "20399", + "conversations": [ + { + "from": "human", + "value": "Select the living thing.\nContext: N/A\nOptions: (A) crayon (B) swing set (C) butterfly (D) rain" + }, + { + "from": "gpt", + "value": "All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.\nAll living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.\nAll living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. Rain is not a living thing.\nRain is made of water. It helps living things survive. But it does not have all the traits of a living thing. Rain does not grow or need food.\nA butterfly is a living thing.\nButterflies grow and respond to their environment. They need food and water. Butterflies are made up of many cells.\nButterflies are animals. They get their energy from nectar.\nA crayon is not a living thing.\nCrayons do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.\nA swing set is not a living thing.\nSwing sets do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water. The answer is C." + } + ] + }, + { + "id": "20407", + "image": "20407\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA gray wolf is an example of a mammal.\nOptions: (A) red howler (B) box turtle (C) flamingo (D) cassowary\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA red howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nA cassowary is a bird. It has feathers, two wings, and a beak.\nCassowaries have wings, but they cannot fly! They can run very fast. The answer is A." + } + ] + }, + { + "id": "20413", + "image": "20413\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Olympia (B) Seattle (C) Spokane (D) Topeka\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is A." + } + ] + }, + { + "id": "20416", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Keith inherited this trait?\nContext: Read the description of a trait.\nKeith has blond hair.\nOptions: (A) Keith's parents have blond hair. They passed down this trait to Keith. (B) Keith's mother cuts his hair every month." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is A." + } + ] + }, + { + "id": "20421", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nLast year, the city of Lanberry allocated more money to public parks. This year, however, littering increased, so the increase in park funding must have been responsible.\nContext: N/A\nOptions: (A) false causation: the assumption that because two things happened together, one caused the other (B) appeal to nature: the assumption that natural things are always good" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that increased park funding was responsible for an increase in littering. However, even though littering increased after funding to parks was increased, that doesn't necessarily mean that the funding was responsible. This illustrates a type of logical fallacy known as false causation. The answer is A." + } + ] + }, + { + "id": "20427", + "conversations": [ + { + "from": "human", + "value": "Which is a compound sentence?\nContext: N/A\nOptions: (A) The artist prepared a canvas for a new oil painting. (B) The baker split the cookie in half, and crumbs fell to the floor." + }, + { + "from": "gpt", + "value": "A simple sentence is a sentence with only one subject and predicate.\nThe pitcher threw the ball to first base.\nA compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.\nThe pitcher threw the ball, and the batter hit it.\nSome simple sentences have a compound subject or a compound predicate, but they are not compound sentences.\nAnna and James will watch the fireworks tonight.\nThis simple sentence has a compound subject, Anna and James.\nThe singers bowed and walked off the stage.\nThis simple sentence has a compound predicate, bowed and walked off the stage.\nSome simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.\nIn the winter, Farmer Ben wears his heavy coat.\nThis is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.\nThe baker split the cookie in half, and crumbs fell to the floor. The answer is B." + } + ] + }, + { + "id": "20430", + "image": "20430\\image.png", + "conversations": [ + { + "from": "human", + "value": "Look at the models of molecules below. Select the elementary substance.\nContext: N/A\nOptions: (A) fluoromethanol (B) dichloromethane (C) chlorine\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is C." + } + ] + }, + { + "id": "20438", + "image": "20438\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Wisconsin?\nContext: N/A\nOptions: (A) Madison (B) Green Bay (C) Milwaukee (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Madison is the capital of Wisconsin. The answer is A." + } + ] + }, + { + "id": "20440", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nEd picked up his pace on the trail as his spidey sense began to tingle.\nContext: N/A\nOptions: (A) a song (B) a comic book" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion spidey sense is a comic book.\nThe comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.\nThe allusion spidey sense means a sense of danger coming. The answer is B." + } + ] + }, + { + "id": "20441", + "conversations": [ + { + "from": "human", + "value": "Which is a run-on sentence?\nContext: N/A\nOptions: (A) Coach Armstrong talked to her team before the game. (B) We danced for hours we were tired." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. We danced for hours we were tired is a run-on sentence. It has two sentences that are joined without end punctuation: We danced for hours and We were tired. The answer is B." + } + ] + }, + { + "id": "20470", + "image": "20470\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which letter marks ancient Egypt?\nContext: Ancient Egypt was one of the first civilizations. Civilizations are complex societies with organized communities and governments. Many of the first civilizations started around big rivers. Look at the map of early river civilizations. Then answer the question below.\nOptions: (A) B (B) C (C) D (D) A\n" + }, + { + "from": "gpt", + "value": "Look at the map. It labels ancient Egypt and other ancient civilizations.\nAncient Egyptian civilization started along the Nile River. Other ancient civilizations also started near rivers. For example, ancient Mesopotamian civilizations started along the Tigris and Euphrates Rivers, ancient Indus Valley civilizations started along the Indus River, and ancient Chinese civilization began between the Yellow and Yangtze Rivers. The answer is D." + } + ] + }, + { + "id": "20471", + "image": "20471\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Florida?\nContext: N/A\nOptions: (A) Richmond (B) Minneapolis (C) Tallahassee (D) Orlando\n" + }, + { + "from": "gpt", + "value": "Tallahassee is the capital of Florida. The answer is C." + } + ] + }, + { + "id": "20475", + "image": "20475\\image.png", + "conversations": [ + { + "from": "human", + "value": "During this time, thermal energy was transferred from () to ().\nContext: Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.\nOptions: (A) the surroundings . . . each refrigerator (B) each refrigerator . . . the surroundings\n" + }, + { + "from": "gpt", + "value": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. The answer is A." + } + ] + }, + { + "id": "20490", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a dose of cough syrup?\nContext: Select the better estimate.\nOptions: (A) 5 liters (B) 5 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a dose of cough syrup is 5 milliliters.\n5 liters is too much. The answer is B." + } + ] + }, + { + "id": "20495", + "image": "20495\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which is this organism's scientific name?\nContext: This organism is a diving beetle. It is also called Cybister sugillatus.\nOptions: (A) diving beetle (B) Cybister sugillatus\n" + }, + { + "from": "gpt", + "value": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. Cybister sugillatus is written in italics. The first word is capitalized, and the second word is not.\nSo, Cybister sugillatus is the scientific name. The answer is B." + } + ] + }, + { + "id": "20498", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nAn increasing number of people are keeping ferrets as pets, so they must make wonderful companion animals.\nContext: N/A\nOptions: (A) hasty generalization: a very broad claim based on very little evidence (B) bandwagon fallacy: the assumption that the popular choice is automatically correct" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that ferrets make good pets, because many people are getting them. However, even though many people have ferrets, that doesn't necessarily mean that ferrets make good pets. This illustrates a type of logical fallacy known as the bandwagon fallacy. The answer is B." + } + ] + }, + { + "id": "20500", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nErica has five toes on each foot.\nContext: Hint: Erica was born with five toes on each foot.\nOptions: (A) inherited (B) acquired" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Most humans are born with five toes on each foot. So, having five toes is an inherited trait. The answer is A." + } + ] + }, + { + "id": "20503", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a book?\nContext: N/A\nOptions: (A) \"The Wizard of Oz\" (B) ***The Wizard of Oz***" + }, + { + "from": "gpt", + "value": "The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.\nA Midsummer Night's Dream\nThe title of a poem, song, article, or short story should be in quotation marks.\n\"You Are My Sunshine\" A book should be in italics.\nThe correct title is **The Wizard of Oz**. The answer is B." + } + ] + }, + { + "id": "20505", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nsawing a log in half\nstretching a rubber band\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are caused by heating. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nSawing a log in half is a physical change. The log splits into two pieces. But the pieces are still made of the same type of matter.\nStretching a rubber band is a physical change. The rubber band gets longer. But it is still made of the same type of matter as before.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are physical changes. No new matter is created.\nBoth are chemical changes.\nBoth changes are physical changes. They are not chemical changes.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is B." + } + ] + }, + { + "id": "20506", + "image": "20506\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following statements is true?\nContext: Look at the images and read the text. Then, answer the question.\n\nFigure 1: a photograph of bryum moss.\nThis image is a photograph of a plant called bryum moss. The photograph was taken with an ordinary camera. It shows what you would see if you looked at bryum moss closely.\n\nFigure 2: a micrograph of bryum moss.\nThis image also shows bryum moss. The image is a micrograph, which is a magnified picture taken with the aid of a microscope. The magnified image shows a section of the plant that is only 0.37 millimeters long!\nThe micrograph shows that the plant is made up of small, similarly shaped units. In this image, each unit looks like it has six sides and is surrounded by a white border. These units are called cells.\nOptions: (A) Each bryum moss cell is over 0.37 millimeters long. (B) The organism shown in the micrograph is made up of cells, but the organism in the photograph is not. (C) Bryum moss plants are made up of tiny units called cells.\n" + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "20507", + "image": "20507\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Illinois (B) New Jersey (C) Tennessee (D) Maryland\n" + }, + { + "from": "gpt", + "value": "The colony is New Jersey. The answer is B." + } + ] + }, + { + "id": "20514", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nHazel can ride a bicycle.\nContext: Hint: Riding a bike well takes practice.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait. The answer is A." + } + ] + }, + { + "id": "20518", + "image": "20518\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is smaller in Pair 1.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is C." + } + ] + }, + { + "id": "20522", + "conversations": [ + { + "from": "human", + "value": "How long is a school bus?\nContext: Select the better estimate.\nOptions: (A) 14 meters (B) 14 kilometers" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nImagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?\nThe number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.\nNow look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.\nThere are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.\nThere are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer. The better estimate for the length of a school bus is 14 meters.\n14 kilometers is too long. The answer is A." + } + ] + }, + { + "id": "20527", + "image": "20527\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alabama?\nContext: N/A\nOptions: (A) Jefferson City (B) Wichita (C) Oklahoma City (D) Montgomery\n" + }, + { + "from": "gpt", + "value": "Montgomery is the capital of Alabama. The answer is D." + } + ] + }, + { + "id": "20535", + "conversations": [ + { + "from": "human", + "value": "Select the part whose main job is to give strength and stiffness to a plant cell.\nContext: N/A\nOptions: (A) cytoplasm (B) chromosomes (C) cell wall (D) Golgi" + }, + { + "from": "gpt", + "value": "Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.\nSome cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:\nChloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.\nThe nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.\nThe endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.\nAfter proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.\nIn plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.\nOther cell parts are not surrounded by their own membranes. These cell parts are not organelles.\nThe cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.\nOn the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.\nThe cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. The cell wall is the outer layer of a plant cell. It gives the cell strength and stiffness, which helps the cell keep its shape. The cell wall also supports and protects the cell. The answer is C." + } + ] + }, + { + "id": "20539", + "conversations": [ + { + "from": "human", + "value": "How long is an ice skate?\nContext: Select the best estimate.\nOptions: (A) 34 centimeters (B) 34 kilometers (C) 34 meters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.\nThe tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.\nA red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. The best estimate for the length of an ice skate is 34 centimeters.\n34 meters and 34 kilometers are both too long. The answer is A." + } + ] + }, + { + "id": "20542", + "image": "20542\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) stretchy (B) hard (C) fragile\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. None of the objects are hard.\nA stretchy object gets longer when you pull on it. All three objects are stretchy.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nThe property that all three objects have in common is stretchy. The answer is A." + } + ] + }, + { + "id": "20552", + "image": "20552\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) rough (B) soft\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA soft object changes shape when pressed or squeezed. The apron is soft.\nA rough object feels scratchy when you touch it. The apron is not rough. The answer is B." + } + ] + }, + { + "id": "20554", + "image": "20554\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the probability that a rose plant produced by this cross will have dark yellow flowers?\nContext: In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele for light yellow flowers (F) is dominant over the allele for dark yellow flowers (f).\nThis Punnett square shows a cross between two rose plants.\nOptions: (A) 3/4 (B) 4/4 (C) 0/4 (D) 1/4 (E) 2/4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. The answer is C." + } + ] + }, + { + "id": "20559", + "conversations": [ + { + "from": "human", + "value": "Suppose Sidney decides to eat the string cheese. Which result would be a cost?\nContext: Sidney is deciding whether to eat string cheese or vanilla custard for an afternoon snack. She would like to eat something tasty, but she is also trying to be healthier.\nOptions: (A) Sidney will get to eat the string cheese. The string cheese will be healthier than the vanilla custard would have been. (B) Sidney will give up the chance to eat the vanilla custard. Sidney thinks vanilla custard would have tasted better than string cheese will." + }, + { + "from": "gpt", + "value": "Before you decide to do something, it is often helpful to list costs and benefits.\nCosts are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.\nBenefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. This result is a cost. It involves giving up or spending something that Sidney wants or needs:\nSidney will give up the chance to eat the vanilla custard. Sidney thinks vanilla custard would have tasted better than string cheese will. The answer is B." + } + ] + }, + { + "id": "20561", + "conversations": [ + { + "from": "human", + "value": "Read the following excerpt from a student essay. How can the writer best improve his or her grammar and mechanics?\nWhen I'm asked to name my favorite teacher, I immediately think of Mr. Sweeney. In fifth grade, Mr. Sweeney taught us all about architecture he had the class start by learning to measure things very accurately. We studied environmentally friendly building methods, and we designed and built our own homes of the future. Mr. Sweeney was always fun and interesting, he believed that we could do more than we thought we could do. He helped me break boundaries in my life, he was a positive influence on me and will always be one of the most inspirational people in my life.\nContext: N/A\nOptions: (A) by using correct verb tenses (B) by fixing run-on sentences" + }, + { + "from": "gpt", + "value": "During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:\nIdeas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?\nOrganization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?\nVoice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?\nSentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?\nWord choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?\nGrammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? The writer could best improve his or her grammar and mechanics by fixing run-on sentences.\nFor example, the writer could divide each of the underlined run-on sentences into two complete sentences.\nWhen I'm asked to name my favorite teacher, I immediately think of Mr. Sweeney. In fifth grade, Mr. Sweeney taught us all about architecture he had the class start by learning to measure things very accurately. We studied environmentally friendly building methods, and we designed and built our own homes of the future. Mr. Sweeney was always fun and interesting, he believed that we could do more than we thought we could do. He helped me break boundaries in my life, he was a positive influence on me and will always be one of the most inspirational people in my life. The answer is B." + } + ] + }, + { + "id": "20565", + "image": "20565\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is an empty cup a solid or a liquid?\nContext: N/A\nOptions: (A) a solid (B) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. An empty cup is a solid. A solid has a size and shape of its own.\nWhen you fill a cup with water, the cup still has its own shape. The answer is A." + } + ] + }, + { + "id": "20567", + "image": "20567\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) sample B (B) neither; the samples have the same temperature (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A." + } + ] + }, + { + "id": "20568", + "image": "20568\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Tallahassee (B) Carson City (C) Phoenix (D) Juneau\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is B." + } + ] + }, + { + "id": "20574", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nI never thought I'd enjoy the opera so much!\nContext: N/A\nOptions: (A) exclamatory (B) declarative (C) interrogative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence is a statement that shows surprise and ends with an exclamation point. It is an exclamatory sentence. The answer is A." + } + ] + }, + { + "id": "20582", + "conversations": [ + { + "from": "human", + "value": "Why do people form governments?\nContext: N/A\nOptions: (A) to help people work together (B) to get rid of all rules (C) so that no one has to work" + }, + { + "from": "gpt", + "value": "People form governments for two main reasons.\nGovernments come up with laws, or rules, for a community. Laws help keep people safe. For example, traffic laws make it safer to drive.\nLaws can tell people how to work together and settle disagreements. How? Think about a team sport like soccer. The rules tell the players how to play together. For example, rules say which team should get the ball when it goes out of bounds. Laws work the same way in a community. The answer is A." + } + ] + }, + { + "id": "20584", + "image": "20584\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Rhode Island (B) South Carolina (C) Pennsylvania (D) Tennessee\n" + }, + { + "from": "gpt", + "value": "The colony is Pennsylvania. The answer is C." + } + ] + }, + { + "id": "20592", + "image": "20592\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Ashley's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nAshley built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Ashley observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Ashley built three more of the same type of circuit. She repeated the tests with each circuit. Ashley recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.\nFigure: a circuit with a battery, a light bulb, and a piece of copper.\nOptions: (A) Do circuits that include iron produce dimmer light than circuits that include copper? (B) Can light bulbs stay lit longer when circuits include copper or when circuits include iron?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is A." + } + ] + }, + { + "id": "20600", + "image": "20600\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is chalk a solid or a liquid?\nContext: N/A\nOptions: (A) a solid (B) a liquid\n" + }, + { + "from": "gpt", + "value": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid. Chalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own. The answer is A." + } + ] + }, + { + "id": "20602", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nWhere Darnel lives, winter is the rainiest season of the year.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Darnel lives, winter is the rainiest season of the year.\nThis passage tells you about the usual precipitation where Darnel lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "20604", + "image": "20604\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest south?\nContext: N/A\nOptions: (A) Maine (B) Virginia (C) Arkansas (D) Oregon\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Arkansas is farthest south. The answer is C." + } + ] + }, + { + "id": "20632", + "image": "20632\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Arizona?\nContext: N/A\nOptions: (A) Phoenix (B) Baton Rouge (C) Fort Wayne (D) Juneau\n" + }, + { + "from": "gpt", + "value": "Phoenix is the capital of Arizona. The answer is A." + } + ] + }, + { + "id": "20634", + "image": "20634\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can a pine seed grow into?\nContext: Pine seeds grow inside of pinecones.\nOptions: (A) a female cone (B) a new plant (C) a male cone\n" + }, + { + "from": "gpt", + "value": "Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant. A seed can germinate and grow into a new plant.\nThe new plant can grow male and female cones. But a seed does not grow into a male cone or a female cone. The answer is B." + } + ] + }, + { + "id": "20636", + "conversations": [ + { + "from": "human", + "value": "What does the simile in this text suggest?\nEmma rubbed coconut oil on her hands, which were like the parched earth during a drought.\nContext: N/A\nOptions: (A) Emma's hands were hot. (B) Emma's hands were dry and cracked." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA simile uses like or as to compare two things that are not actually alike.\nThe cat's fur was as dark as the night. The text includes a simile, using like or as to compare two things that are not actually alike.\nThe simile like the parched earth during a drought suggests that Emma's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked. The answer is B." + } + ] + }, + { + "id": "20643", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nI want to shake off the dust of this one-horse town. I want to explore the world. I want to watch TV in a different time zone. I want to visit strange, exotic malls. I'm sick of eating hoagies! I want a grinder, a sub, a foot-long hero!\n\u2014Homer Simpson, The Simpsons\nContext: N/A\nOptions: (A) anaphora (B) chiasmus" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.\nHomer repeats the words I want at the beginning of each sentence. The answer is A." + } + ] + }, + { + "id": "20647", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the amphibian traits listed above.\nContext: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells. Observe the animals and read the descriptions.\nOptions: (A) Rough-skinned newts release poison from their moist skin. The poison has a strong smell that keeps predators away. Rough-skinned newts hatch from eggs with no shells. They live underwater for the first part of their lives. As adults, they live mostly on land. (B) Bengal tigers are one of the world's largest living cats. They have black, white, and orange fur. Female Bengal tigers feed their offspring milk. Male Bengal tigers can be almost twice as large as females!" + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nAmphibians have the following traits:\nThey spend part of their lives in water and part on land.\nThey have moist skin.\nThey make eggs with no shells.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA rough-skinned newt has the following traits:\nIt spends part of its life in water and part on land.\nIt has moist skin.\nIt makes eggs with no shells.\nA rough-skinned newt has the traits of an amphibian. A rough-skinned newt is an amphibian.\nA Bengal tiger has the following traits:\nIt feeds its offspring milk.\nIt has hair.\nA Bengal tiger does not have all of the traits of an amphibian. A Bengal tiger is a mammal. The answer is A." + } + ] + }, + { + "id": "20648", + "image": "20648\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk. A giraffe is an example of a mammal.\nOptions: (A) barn owl (B) sea otter\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A sea otter is a mammal. It has fur and feeds its young milk.\nA barn owl is a bird. It has feathers, two wings, and a beak. The answer is B." + } + ] + }, + { + "id": "20666", + "image": "20666\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these three objects have in common?\nContext: Select the best answer.\nOptions: (A) bumpy (B) bouncy (C) shiny\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Look at each object.\nFor each object, decide if it has that property.\nA bouncy object will bounce back from the floor if you drop it. The popcorn and the tree bark are not bouncy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. None of the objects are shiny.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nThe property that all three objects have in common is bumpy. The answer is A." + } + ] + }, + { + "id": "20669", + "image": "20669\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property do these four objects have in common?\nContext: Select the best answer.\nOptions: (A) stretchy (B) shiny (C) transparent\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. All four objects are stretchy.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The wool hat is not shiny.\nThe property that all four objects have in common is stretchy. The answer is A." + } + ] + }, + { + "id": "20674", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nAlthough Fred hasn't worked in years, his mother prefers to say that he's between jobs right now.\nContext: N/A\nOptions: (A) paradox (B) euphemism" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected. The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nBetween jobs is an indirect way of saying unemployed. The answer is B." + } + ] + }, + { + "id": "20675", + "conversations": [ + { + "from": "human", + "value": "Which figure of speech is used in this text?\nO wind, rend open the heat,\nCut apart the heat,\nRend it to tatters.\n\u2014H. D., \"Garden\"\nContext: N/A\nOptions: (A) apostrophe (B) anaphora" + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nA euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.\nThe head of Human Resources would never refer to firing people, only to laying them off.\nHyperbole is an obvious exaggeration that is not meant to be taken literally.\nI ate so much that I think I might explode!\nAn oxymoron is a joining of two seemingly contradictory terms.\nSome reviewers are calling this book a new classic.\nA paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.\nAlways expect the unexpected.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic. The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nO wind is a direct address to the wind, a nonhuman entity. The answer is A." + } + ] + }, + { + "id": "20677", + "image": "20677\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which better describes the Pantanal ecosystem?\nContext: Figure: Pantanal.\nThe Pantanal is a wetland ecosystem located mostly in Brazil.\nOptions: (A) It has soil that is poor in nutrients. It also has only a few types of organisms. (B) It has land that is covered with water during most of the year. It also has soil that is rich in nutrients.\n" + }, + { + "from": "gpt", + "value": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Pantanal has land that is covered with water during most of the year. It also has soil that is rich in nutrients. The answer is B." + } + ] + }, + { + "id": "20690", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nThe Shahs argue we should eat our pizza with a fork and knife because it's less messy, but what do they know? Have you seen their house? It's a disaster!\nContext: N/A\nOptions: (A) ad hominem: an attack against the person making the argument, rather than the argument itself (B) bandwagon fallacy: the assumption that the popular choice is automatically correct (C) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the Shahs' opinion on eating pizza is invalid because their house is messy. This is a personal attack that isn't relevant to whether the argument is valid. This illustrates a type of logical fallacy known as ad hominem. The answer is A." + } + ] + }, + { + "id": "20694", + "conversations": [ + { + "from": "human", + "value": "Which tense does the sentence use?\nLester will join the bike race.\nContext: N/A\nOptions: (A) present tense (B) past tense (C) future tense" + }, + { + "from": "gpt", + "value": "Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent | Past | Future\nwalk, walks | walked | will walk\ngo, goes | went | will go The sentence is in future tense. You can tell because it uses will before the main verb, join. The verb tells you about something that is going to happen. The answer is C." + } + ] + }, + { + "id": "20699", + "conversations": [ + { + "from": "human", + "value": "Would you find the word bit on a dictionary page with the following guide words?\nbase - bury\nContext: N/A\nOptions: (A) yes (B) no" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince bit is between the guide words base - bury, it would be found on that page. The answer is A." + } + ] + }, + { + "id": "20701", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Rick acquired this trait?\nContext: Read the description of a trait.\nRick knows how to knit sweaters.\nOptions: (A) Rick knits sweaters using cotton, wool, and other types of yarn. (B) Rick learned how to knit in an after school program." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "20703", + "image": "20703\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) North America (C) South America (D) Europe\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is A." + } + ] + }, + { + "id": "20709", + "image": "20709\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Montana?\nContext: N/A\nOptions: (A) Plymouth (B) Boise (C) Helena (D) Billings\n" + }, + { + "from": "gpt", + "value": "Helena is the capital of Montana. The answer is C." + } + ] + }, + { + "id": "20710", + "conversations": [ + { + "from": "human", + "value": "How long is a paintbrush?\nContext: Select the best estimate.\nOptions: (A) 12 yards (B) 12 feet (C) 12 miles (D) 12 inches" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nWhen you are using customary units, length may be written with units of inches, feet, yards, or miles.\nThere are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.\nA football is about 1 foot long. A football field is 100 yards long. The best estimate for the length of a paintbrush is 12 inches.\n12 feet, 12 yards, and 12 miles are all too long. The answer is D." + } + ] + }, + { + "id": "20712", + "conversations": [ + { + "from": "human", + "value": "Choose the poem that uses end rhyme.\nContext: From Robert Frost, \"In the Home Stretch\" and from Amy Lowell, \"Climbing\"\nOptions: (A) She stood against the kitchen sink, and looked\nOver the sink out through a dusty window\nAt weeds the water from the sink made tall.\nShe wore her cape; her hat was in her hand. (B) High up in the apple tree climbing I go,\nWith the sky above me, the earth below.\nEach branch is the step of a wonderful stair\nWhich leads to the town I see shining up there." + }, + { + "from": "gpt", + "value": "Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.\nA poem rhymes when it has a pattern of words that end in the same sound.\nEnd rhyme is when the rhymes appear at the end of a poem's lines.\nLittle Betty Blue,\nLost her holiday shoe.\n\u2014From Mother Goose\nInternal rhyme is when at least one of the rhyming words appears inside the poem's lines.\nSweet dreams of pleasant streams.\n\u2014From William Blake, \"A Cradle Song\"\nRhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.\nHe watches from his mountain walls,\nAnd like a thunderbolt he falls.\n\u2014From Alfred, Lord Tennyson, \"The Eagle\"\nThe syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.\nFree verse is when a poem has neither a regular rhythm nor a rhyme pattern.\nThe old bridge has a wrinkled face.\nHe bends his back\nFor us to go over.\n\u2014From Hilda Conkling, \"The Old Bridge\"\nThe syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.\nRepetition is when words, phrases, or whole lines are repeated.\nThe dainty flying squirrel\nIn vest of shining white,\nIn coat of silver gray,\nAnd vest of shining white.\n\u2014Adapted from Mary E. Burt, \"The Flying Squirrel\"\nAlliteration is when beginning consonant sounds are repeated in words that are close together.\nWhere the wild men watched and waited\nWolves in the forest, and bears in the bush.\n\u2014From Bayard Taylor, \"A Night with a Wolf\"\nOnomatopoeia is when language sounds like what it talks about.\nSometimes the onomatopoeia uses made-up words:\nTlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.\n\u2014From Alfred Noyes, \"The Highwayman\"\nSometimes the onomatopoeia uses real words:\nHark! the honey bee is humming.\n\u2014From Mary Howitt, \"The Voice of Spring\" This poem uses end rhyme. Its rhymes come at the end of its lines.\nWith the sky above me, the earth below.\nWhich leads to the town I see shining up there. The answer is B." + } + ] + }, + { + "id": "20721", + "conversations": [ + { + "from": "human", + "value": "Which sentence is more formal?\nContext: N/A\nOptions: (A) The student council requested that more lockers be installed ASAP to accommodate the incoming freshman class. (B) The student council requested that more lockers be installed immediately to accommodate the incoming freshman class." + }, + { + "from": "gpt", + "value": "Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:\nType | Examples\nslang | cool, awesome\nidioms | knock your socks off\nconversational language | gonna, kinda, yeah\nabbreviated language | ASAP, FYI\noverly simple or imprecise language | he got some stuff at the store\ncontractions | can't, won't\nContractions are not as informal as the other types, but they should be used sparingly in formal writing.\nCompare the following sentences. The first is informal. The second is formal.\nInformal: Yeah, ostriches can't fly, but they're awesome runners.\nFormal: Though ostriches are flightless, they are remarkably adept runners.\n The first sentence is less formal. You can tell because it uses abbreviated language (ASAP).\nThe second sentence does not use abbreviated language, so it is more formal. The answer is B." + } + ] + }, + { + "id": "20722", + "image": "20722\\image.png", + "conversations": [ + { + "from": "human", + "value": "Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nOptions: (A) attract (B) repel\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is A." + } + ] + }, + { + "id": "20729", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nFrom the look on her face, Diana is carrying an albatross around her neck.\nContext: N/A\nOptions: (A) a poem (B) Egyptian history" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion an albatross around her neck is a poem.\nIn Samuel Taylor Coleridge's poem \"The Rime of the Ancient Mariner,\" a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.\nThe allusion an albatross around her neck means a burden a person must bear. The answer is A." + } + ] + }, + { + "id": "20732", + "conversations": [ + { + "from": "human", + "value": "Which correctly shows the title of a magazine?\nContext: N/A\nOptions: (A) Better homes and Gardens (B) Better Homes and Gardens" + }, + { + "from": "gpt", + "value": "In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or Capitalize the first word, the last word, and every important word in between. The word and is not important, so it should not be capitalized.\nThe correct title is Better Homes and Gardens. The answer is B." + } + ] + }, + { + "id": "20734", + "image": "20734\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Texas (B) Oklahoma (C) Virginia (D) Georgia\n" + }, + { + "from": "gpt", + "value": "This state is Virginia. The answer is C." + } + ] + }, + { + "id": "20742", + "conversations": [ + { + "from": "human", + "value": "Which object has less thermal energy?\nContext: The objects are identical except for their temperatures.\nOptions: (A) a 125-gram glass of grape juice at a temperature of 15\u00b0C (B) a 125-gram glass of grape juice at a temperature of 25\u00b0C" + }, + { + "from": "gpt", + "value": "All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.\nTemperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. The two glasses of grape juice have the same mass but different temperatures. Since the 15\u00b0C glass of grape juice is colder than the 25\u00b0C glass of grape juice, it has less thermal energy. The answer is A." + } + ] + }, + { + "id": "20745", + "conversations": [ + { + "from": "human", + "value": "What is the mass of a cement truck?\nContext: Select the best estimate.\nOptions: (A) 24 pounds (B) 24 ounces (C) 24 tons" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nMass is a measurement of how much matter something contains.\nThere are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.\nThere are 16 ounces in 1 pound and 2,000 pounds in 1 ton.\nSo, 1 ounce is less than 1 pound and much less than 1 ton.\nA slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. The best estimate for the mass of a cement truck is 24 tons.\n24 ounces and 24 pounds are both too light. The answer is C." + } + ] + }, + { + "id": "20747", + "image": "20747\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which part of the tomato plant makes the seeds?\nContext: A tomato plant can grow seeds.\nOptions: (A) the fruit (B) the flowers\n" + }, + { + "from": "gpt", + "value": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower. The answer is B." + } + ] + }, + { + "id": "20749", + "image": "20749\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk. A human is an example of a mammal.\nOptions: (A) painted stork (B) red kangaroo\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A painted stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping. The answer is B." + } + ] + }, + { + "id": "20751", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Peter inherited this trait?\nContext: Read the description of a trait.\nPeter has straight hair.\nOptions: (A) Peter and his father both have short hair. (B) Peter's parents were born with straight hair. They passed down this trait to Peter." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "20758", + "image": "20758\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following could Kenny's test show?\nContext: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nKenny was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Kenny thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.\nFigure: studying an architect's design.\nOptions: (A) if at least 20% of the park would be shaded by trees in each design (B) which design would have the greatest distance between the concert area and the road (C) which design would have the least traffic noise in the concert area\n" + }, + { + "from": "gpt", + "value": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. The answer is B." + } + ] + }, + { + "id": "20762", + "image": "20762\\image.png", + "conversations": [ + { + "from": "human", + "value": "In this food chain, the amphipod is a consumer. Why?\nContext: This diagram shows a food chain from Lake Superior, a freshwater ecosystem on the border of the United States and Canada.\nOptions: (A) It eats another living thing. (B) It makes its own food.\n" + }, + { + "from": "gpt", + "value": "Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food. In this food chain, the amphipod is a consumer because it eats another living thing. The amphipod in this food chain eats the algae. The answer is A." + } + ] + }, + { + "id": "20770", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Boba's phenotype for the fur color trait?\nContext: In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele for dark fur (F) is dominant over the allele for light fur (f).\nBoba is a rock pocket mouse from this group. Boba has the homozygous genotype ff for the fur color gene.\nOptions: (A) dark fur (B) light fur" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.\nSome traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.\nAn organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.\nAn organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.\nThe types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.\nA dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.\nA recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. Boba's genotype for the fur color gene is ff. Boba's genotype of ff has only f alleles. The f allele is for light fur. So, Boba's phenotype for the fur color trait must be light fur.\nTo check this answer, consider whether Boba's alleles are dominant or recessive. The allele for dark fur (F) is dominant over the allele for light fur (f). This means F is a dominant allele, and f is a recessive allele.\nBoba's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Boba's phenotype for the fur color trait must be light fur. The answer is B." + } + ] + }, + { + "id": "20779", + "image": "20779\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the organism in the same genus as the palmate newt.\nContext: This organism is a palmate newt. Its scientific name is Lissotriton helveticus.\nOptions: (A) Taricha torosa (B) Ambystoma opacum (C) Lissotriton vulgaris\n" + }, + { + "from": "gpt", + "value": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n A palmate newt's scientific name is Lissotriton helveticus. The first word of its scientific name is Lissotriton.\nLissotriton vulgaris is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton vulgaris and Lissotriton helveticus are in the same genus.\nTaricha torosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha torosa and Lissotriton helveticus are not in the same genus.\nAmbystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Lissotriton helveticus are not in the same genus. The answer is C." + } + ] + }, + { + "id": "20782", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Louie's phenotype for the cheek color trait?\nContext: In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele R is for bright orange cheeks, and the allele r is for pale orange cheeks.\nLouie, a cockatiel from this group, has pale orange cheeks. Louie has two alleles for pale orange cheeks.\nOptions: (A) pale orange cheeks (B) rr" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Louie's observable version of the cheek color trait is pale orange cheeks. So, Louie's phenotype for the cheek color trait is pale orange cheeks. The answer is A." + } + ] + }, + { + "id": "20788", + "image": "20788\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the expected ratio of offspring with vestigial wings to offspring with normal wings? Choose the most likely ratio.\nContext: This passage describes the wing type trait in fruit flies:\nSome scientists breed fruit flies to learn how traits are inherited. These scientists often use flies with vestigial wings, which are shorter and stubbier than normal wings. Fruit flies with vestigial wings cannot fly, so they are easier for scientists to handle and study.\nIn a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele for vestigial wings (n) is recessive to the allele for normal wings (N).\nThis Punnett square shows a cross between two fruit flies.\nOptions: (A) 1:3 (B) 4:0 (C) 3:1 (D) 2:2 (E) 0:4\n" + }, + { + "from": "gpt", + "value": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n To determine how many boxes in the Punnett square represent offspring with vestigial wings or normal wings, consider whether each phenotype is the dominant or recessive allele's version of the wing type trait. The question tells you that the n allele, which is for vestigial wings, is recessive to the N allele, which is for normal wings.\nVestigial wings is the recessive allele's version of the wing type trait. A fruit fly with the recessive version of the wing type trait must have only recessive alleles for the wing type gene. So, offspring with vestigial wings must have the genotype nn.\nThere are 2 boxes in the Punnett square with the genotype nn. These boxes are highlighted below.\nNormal wings is the dominant allele's version of the wing type trait. A fruit fly with the dominant version of the wing type trait must have at least one dominant allele for the wing type gene. So, offspring with normal wings must have the genotype NN or Nn.\nThere are 2 boxes in the Punnett square with the genotype NN or Nn. These boxes are highlighted below.\nSo, the expected ratio of offspring with vestigial wings to offspring with normal wings is 2:2. This means that, on average, this cross will produce 2 offspring with vestigial wings for every 2 offspring with normal wings. The answer is D." + } + ] + }, + { + "id": "20794", + "image": "20794\\image.png", + "conversations": [ + { + "from": "human", + "value": "What can Ethan and Irma trade to each get what they want?\nContext: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nEthan and Irma open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ethan wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nOptions: (A) Ethan can trade his tomatoes for Irma's sandwich. (B) Irma can trade her almonds for Ethan's tomatoes. (C) Ethan can trade his tomatoes for Irma's broccoli. (D) Irma can trade her broccoli for Ethan's oranges.\n" + }, + { + "from": "gpt", + "value": "Ethan wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the labeled part of the images.\nEthan has tomatoes. Irma has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. The answer is C." + } + ] + }, + { + "id": "20802", + "conversations": [ + { + "from": "human", + "value": "Which closing is correct for a letter?\nContext: N/A\nOptions: (A) With love,\nJosh (B) with love,\nJosh" + }, + { + "from": "gpt", + "value": "A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.\nDear Aunt Sue,\nI'm glad you could come to my party, and\nthank you for the birthday gift. I could not have\nasked for a better one! Every time I see it, I think\nof you.\nWith love,\nRory The first closing is correct:\nIts first word is capitalized, and it ends with a comma. The answer is A." + } + ] + }, + { + "id": "20806", + "conversations": [ + { + "from": "human", + "value": "Would you find the word parent on a dictionary page with the following guide words?\npresident - public\nContext: N/A\nOptions: (A) no (B) yes" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.\nIf one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. Put the words in alphabetical order.\nSince parent is not between the guide words president - public, it would not be found on that page. The answer is A." + } + ] + }, + { + "id": "20815", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nphotosynthesis\na penny tarnishing\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are chemical changes. (D) Both are only physical changes." + }, + { + "from": "gpt", + "value": "Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.\nIn a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.\nIn a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nPhotosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.\nMetal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nNeither change is caused by heating.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is C." + } + ] + }, + { + "id": "20820", + "image": "20820\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is smaller in Pair 2.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is B." + } + ] + }, + { + "id": "20829", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Mabel acquired this trait?\nContext: Read the description of a trait.\nMabel has a scar on her left leg.\nOptions: (A) Some scars fade more quickly than others. (B) Mabel's scar was caused by an accident. She cut her leg when she was climbing a tree." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is B." + } + ] + }, + { + "id": "20842", + "image": "20842\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Alaska?\nContext: N/A\nOptions: (A) Lexington (B) Sacramento (C) Salt Lake City (D) Juneau\n" + }, + { + "from": "gpt", + "value": "Juneau is the capital of Alaska. The answer is D." + } + ] + }, + { + "id": "20848", + "conversations": [ + { + "from": "human", + "value": "Is the following trait inherited or acquired?\nShelby has naturally blond hair.\nContext: Hint: Some people dye their hair. But this does not change their natural hair color.\nOptions: (A) acquired (B) inherited" + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Shelby's hair color is an inherited trait. The answer is B." + } + ] + }, + { + "id": "20849", + "conversations": [ + { + "from": "human", + "value": "Select the one animal that has all of the mammal traits listed above.\nContext: Mammals are a group of animals with similar traits. The following traits can be used to identify mammals:\nThey feed their offspring milk.\nThey have fur or hair. Observe the animals and read the descriptions.\nOptions: (A) Barn owls live on every continent except Antarctica. They have feathers, two wings, and a beak. They hatch from eggs with shells. (B) Florida manatees have hairs on their bodies that are similar to whiskers. These hairs help the manatees feel the water moving around them. Female manatees feed their offspring milk." + }, + { + "from": "gpt", + "value": "Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.\nHow do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. To decide if an animal is part of a group, look at the traits of the group.\nMammals have the following traits:\nThey feed their offspring milk.\nThey have fur or hair.\nCompare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.\nA Florida manatee has the following traits:\nIt feeds its offspring milk.\nIt has hair.\nA Florida manatee has the traits of a mammal. A Florida manatee is a mammal.\nA barn owl has the following traits:\nIt has feathers.\nIt has wings.\nIt has a beak.\nIt makes eggs with shells.\nA barn owl does not have all of the traits of a mammal. A barn owl is a bird. The answer is B." + } + ] + }, + { + "id": "20851", + "conversations": [ + { + "from": "human", + "value": "Which brick has less thermal energy?\nContext: Two 2-kilogram bricks are identical except for their temperatures.\nOptions: (A) the hotter brick (B) the colder brick" + }, + { + "from": "gpt", + "value": "Matter is made of tiny particles called atoms. Atoms are always moving.\nThe energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.\nTemperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.\nWhat happens if the amount of matter changes? A 2-kilogram brick at 70\u00b0F has twice as much thermal energy as a 1-kilogram brick at 70\u00b0F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. The two bricks are made of the same material and have the same mass. So, the colder brick has less thermal energy. The answer is B." + } + ] + }, + { + "id": "20854", + "conversations": [ + { + "from": "human", + "value": "What does the personification in this text suggest?\nKeith tried to ignore his unfinished essay, but it glared at him from across the room.\nContext: N/A\nOptions: (A) It bothered Keith that the essay wasn't finished. (B) The essay was printed in large type." + }, + { + "from": "gpt", + "value": "Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nPersonification is giving human characteristics to nonhuman things.\nThe trees danced in the wind. The text uses personification, giving human characteristics to nonhuman things.\nGlared at him suggests that it bothered Keith that the essay wasn't finished. The essay is like a person who is bothering Keith. The answer is A." + } + ] + }, + { + "id": "20860", + "conversations": [ + { + "from": "human", + "value": "Select the one true statement.\nContext: N/A\nOptions: (A) Lysosomes contain the master plan for all cell activities and cell development in animal cells. (B) Plant cells can have mitochondria but do not have vacuoles. (C) The cell membrane controls which substances enter and leave a plant cell." + }, + { + "from": "gpt", + "value": " The answer is C." + } + ] + }, + { + "id": "20864", + "image": "20864\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the statement.\nCalcium oxide is ().\nContext: The model below represents calcium oxide. Calcium oxide is used to make cement and steel.\nOptions: (A) an elementary substance (B) a compound\n" + }, + { + "from": "gpt", + "value": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the compound rubidium bromide.\nIn a space-filling model, the balls represent atoms that are bonded together. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. Use the model to determine whether calcium oxide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that calcium oxide is composed of oxygen atoms and calcium atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that calcium oxide is composed of two chemical elements: oxygen and calcium. Since calcium oxide is composed of multiple chemical elements bonded together, calcium oxide is a compound. The answer is B." + } + ] + }, + { + "id": "20866", + "image": "20866\\image.png", + "conversations": [ + { + "from": "human", + "value": "What type of rock is phyllite?\nContext: This is a piece of phyllite. The word phyllite comes from the Greek word for leaf. The rock usually has a greenish color.\nPhyllite can form when a metamorphic rock called slate is changed by high temperature and pressure. Phyllite is made of minerals such as quartz and mica.\nOptions: (A) igneous (B) sedimentary (C) metamorphic\n" + }, + { + "from": "gpt", + "value": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Phyllite is a metamorphic rock. Like other metamorphic rocks, it forms when a rock is changed by high temperature and pressure.\nHeat and pressure can change the type and arrangement of minerals in a rock. This change forms a new rock with different properties. Phyllite can form when other metamorphic rocks are changed by heat and pressure. Slate is a rock that can change into phyllite. The answer is C." + } + ] + }, + { + "id": "20883", + "image": "20883\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Montana?\nContext: N/A\nOptions: (A) Nampa (B) Missoula (C) Honolulu (D) Helena\n" + }, + { + "from": "gpt", + "value": "Helena is the capital of Montana. The answer is D." + } + ] + }, + { + "id": "20887", + "image": "20887\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which bird's beak is also adapted to catch fish?\nContext: Common loons live near lakes, rivers, and oceans. They can dive 60 meters below the surface to catch fish.\nFigure: common loon.\nOptions: (A) common kingfisher (B) European robin\n" + }, + { + "from": "gpt", + "value": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the common loon.\nThe common loon has a long, straight beak with a sharp tip. Its beak is adapted to catch fish. The common loon can use its beak to grab the slippery body of a fish underwater. It can also catch a fish by stabbing it with its beak.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe common kingfisher has a long, straight beak with a sharp tip. Its beak is adapted to catch fish.\nThe European robin has a short, thin beak. Its beak is not adapted to catch fish. The European robin uses its beak to eat insects and other small invertebrates. The answer is A." + } + ] + }, + { + "id": "20888", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nOn average, the coldest month in Hof, Iceland, is January.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nOn average, the coldest month in Hof, Iceland, is January.\nThis passage tells you about the usual temperature pattern in Hof. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "20889", + "image": "20889\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) Australia (C) Antarctica (D) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Antarctica. The answer is C." + } + ] + }, + { + "id": "20890", + "image": "20890\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the Steller's jay's scientific name?\nContext: The Steller's jay lives throughout North America. Georg Wilhelm Steller collected plant and animal specimens in Alaska. He identified the Steller's jay in 1741. The bird's scientific name refers to Georg Wilhelm Steller.\nOptions: (A) Cyanocitta stelleri (B) Cyanocitta cristata\n" + }, + { + "from": "gpt", + "value": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. This organism's scientific name refers to Georg Wilhelm Steller.\nThe word stelleri refers to Georg Wilhelm Steller. So, the Steller's jay's scientific name is Cyanocitta stelleri. The answer is A." + } + ] + }, + { + "id": "20891", + "conversations": [ + { + "from": "human", + "value": "Which announcement is more formal?\nContext: N/A\nOptions: (A) The Riverside Law Firm is so happy to tell you . . . (B) The Riverside Law Firm is pleased to announce . . ." + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second announcement is more formal. It uses more elevated language (pleased to announce). The other announcement sounds more conversational (so happy). The answer is B." + } + ] + }, + { + "id": "20907", + "conversations": [ + { + "from": "human", + "value": "Which text uses the word literally in its traditional sense?\nContext: N/A\nOptions: (A) Jasmine adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old. (B) Jasmine adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old." + }, + { + "from": "gpt", + "value": "Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.\nWhen a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.\nBritney perused her notes, carefully preparing for her exam.\nThe traditional usage above is considered more standard.\nDavid perused the magazine, absentmindedly flipping through the pages.\nThe nontraditional usage above is now commonly used, but traditional style guides generally advise against it. The first text uses literally in its traditional sense: in a factual, non-exaggerated way.\nJasmine adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally hundreds of years old.\nThe second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). The bridge is old, but it is not actually a million years old.\nJasmine adores the classic Renaissance style of the Rialto Bridge in Venice. She was surprised to learn that the bridge remains functional even though it is literally a million years old.\nMost style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. The answer is A." + } + ] + }, + { + "id": "20908", + "image": "20908\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which property matches this object?\nContext: Select the better answer.\nOptions: (A) scratchy (B) fragile\n" + }, + { + "from": "gpt", + "value": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The ceramic plate is not scratchy.\nA fragile object will break into pieces if you drop it. The ceramic plate is fragile. The answer is B." + } + ] + }, + { + "id": "20915", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nGrilling a hamburger is a ().\nContext: N/A\nOptions: (A) physical change (B) chemical change" + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types of matter. The answer is B." + } + ] + }, + { + "id": "20916", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) moon jellyfish (B) fireworm (C) common ostrich (D) castor bean tick" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. Like other jellyfishes, a moon jellyfish is an invertebrate. It does not have a backbone. It has a soft body.\nA castor bean tick is an insect. Like other insects, a castor bean tick is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA fireworm is a worm. Like other worms, a fireworm is an invertebrate. It does not have a backbone. It has a soft body.\nA common ostrich is a bird. Like other birds, a common ostrich is a vertebrate. It has a backbone. The answer is C." + } + ] + }, + { + "id": "20917", + "conversations": [ + { + "from": "human", + "value": "Which letter opening is more formal?\nContext: N/A\nOptions: (A) Dear Dave, (B) Dear Mr. Oliver," + }, + { + "from": "gpt", + "value": "Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.\nFormal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.\nCompare the following sentences.\nInformal: Yeah, ostriches can't fly, but I think they're awesome.\nMore formal: Ostriches may be flightless, but they're remarkable runners.\nMost formal: Though flightless, ostriches are remarkable runners. The second letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship. The answer is B." + } + ] + }, + { + "id": "20922", + "image": "20922\\image.png", + "conversations": [ + { + "from": "human", + "value": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nOptions: (A) neither; the samples have the same temperature (B) sample B (C) sample A\n" + }, + { + "from": "gpt", + "value": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C." + } + ] + }, + { + "id": "20924", + "image": "20924\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which material is these shoes made of?\nContext: N/A\nOptions: (A) ceramic (B) rubber\n" + }, + { + "from": "gpt", + "value": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood. Look at the picture of the shoes.\nThe shoes are made of two different materials. The tops are made of leather, and the soles are made of rubber. The answer is B." + } + ] + }, + { + "id": "20926", + "image": "20926\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Haiti (B) Cuba (C) the Dominican Republic (D) The Bahamas\n" + }, + { + "from": "gpt", + "value": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is A." + } + ] + }, + { + "id": "20947", + "image": "20947\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Camilla's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nCamilla glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Camilla made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Camilla compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nOptions: (A) Do the temperatures inside boxes depend on the sizes of the boxes? (B) Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "20948", + "image": "20948\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of California?\nContext: N/A\nOptions: (A) Los Angeles (B) Sacramento (C) Olympia (D) Trenton\n" + }, + { + "from": "gpt", + "value": "Sacramento is the capital of California. The answer is B." + } + ] + }, + { + "id": "20949", + "image": "20949\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which solution has a higher concentration of blue particles?\nContext: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A\n" + }, + { + "from": "gpt", + "value": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is A." + } + ] + }, + { + "id": "20950", + "image": "20950\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which month is the wettest on average in Cairo?\nContext: Use the graph to answer the question below.\nOptions: (A) July (B) January (C) September\n" + }, + { + "from": "gpt", + "value": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. To describe the average precipitation trends in Cairo, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Sep\" is incorrect.\nJanuary has an average monthly precipitation of about 15 millimeters. This is higher than in any other month. So, January is the wettest month on average. The answer is B." + } + ] + }, + { + "id": "20952", + "conversations": [ + { + "from": "human", + "value": "Select the invertebrate.\nContext: Hint: Insects, spiders, and worms are invertebrates.\nOptions: (A) fly (B) yak (C) peafowl (D) Surinam horned frog" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A yak is a mammal. Like other mammals, a yak is a vertebrate. It has a backbone.\nA fly is an insect. Like other insects, a fly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nA peafowl is a bird. Like other birds, a peafowl is a vertebrate. It has a backbone.\nA Surinam horned frog is an amphibian. Like other amphibians, a Surinam horned frog is a vertebrate. It has a backbone. The answer is A." + } + ] + }, + { + "id": "20953", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nDon't ever get a ride from Erin. Her brother has been driving for only six months, and he's already gotten three speeding tickets.\nContext: N/A\nOptions: (A) false dichotomy: an argument that presents only two choices when more options exist (B) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | a personal attack meant to discredit one's opponent\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nred herring | the use of a completely unrelated topic in support of a claim\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a very broad claim based on very little evidence\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that Erin must be a reckless driver, because her brother is a reckless driver. However, even though Erin's brother is reckless, that doesn't necessarily mean that Erin is, too. This illustrates a type of logical fallacy known as guilt by association. The answer is B." + } + ] + }, + { + "id": "20967", + "conversations": [ + { + "from": "human", + "value": "What is the temperature of a warm swimming pool?\nContext: Select the better estimate.\nOptions: (A) 25\u00b0C (B) 25\u00b0F" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nTemperature can be written with units of degrees Fahrenheit (\u00b0F) or Celsius (\u00b0C). Use the list below to compare the two units.\n212\u00b0F | Water boils | 100\u00b0C\n98.6\u00b0F | Body temperature | 37\u00b0C\n68\u00b0F | Room temperature | 20\u00b0C\n32\u00b0F | Water freezes | 0\u00b0C\n The better estimate for the temperature of a warm swimming pool is 25\u00b0C.\n25\u00b0F is too cold. The answer is A." + } + ] + }, + { + "id": "20970", + "image": "20970\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which ocean is highlighted?\nContext: N/A\nOptions: (A) the Pacific Ocean (B) the Southern Ocean (C) the Atlantic Ocean (D) the Indian Ocean\n" + }, + { + "from": "gpt", + "value": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. This is the Atlantic Ocean. The answer is C." + } + ] + }, + { + "id": "20979", + "image": "20979\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C." + } + ] + }, + { + "id": "20982", + "conversations": [ + { + "from": "human", + "value": "The city of Silvergrove has been one of the world's biggest makers of cough drops for many years. But last month, Silvergrove's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops?\nContext: N/A\nOptions: (A) The supply will probably go down. (B) The supply will probably go up." + }, + { + "from": "gpt", + "value": "Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.\n | Resources | Number of producers or suppliers | Expected change in demand\nSupply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up\nSupply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down\nProducers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. Floods destroyed the cough drop factories in Silvergrove. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. The answer is A." + } + ] + }, + { + "id": "20984", + "image": "20984\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Delaware?\nContext: N/A\nOptions: (A) Baton Rouge (B) Salem (C) Wilmington (D) Dover\n" + }, + { + "from": "gpt", + "value": "Dover is the capital of Delaware. The answer is D." + } + ] + }, + { + "id": "20988", + "conversations": [ + { + "from": "human", + "value": "What is the source of the allusion in the sentence below?\nHunter's Falstaffian nature makes him stand out at a party.\nContext: N/A\nOptions: (A) Shakespeare (B) the Bible" + }, + { + "from": "gpt", + "value": "An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.\n\"I'd better get home before I turn into a pumpkin!\" Lila remarked.\nHere, Lila alludes to the fairy tale \"Cinderella,\" in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. The source of the allusion Falstaffian is Shakespeare.\nSir John Falstaff, a comical character in several of William Shakespeare's plays, is known for his cheerful sociability and sometimes off-color humor.\nThe allusion Falstaffian means characterized by joviality and enjoyment of food and drink. The answer is A." + } + ] + }, + { + "id": "20994", + "conversations": [ + { + "from": "human", + "value": "Using only these supplies, which question can Ryan investigate with an experiment?\nContext: Ryan enjoys feeding the squirrels in his backyard. He notices that they spend a lot of time collecting seeds and nuts. He wonders about what factors affect which foods squirrels choose to collect. So, he decides to design an experiment. He has the following supplies available:\ntwo identical squirrel feeders\na bag of sunflower seeds\na bag of walnuts\na tree to hang the feeders from\nOptions: (A) Which type of tree do the squirrels feed from most often? (B) Do the squirrels select sunflower seeds or walnuts more often? (C) Do the squirrels eat walnuts from large feeders more often than from small feeders?" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.\nImagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?\nFirst, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.\nNext, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.\nSo, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! The answer is B." + } + ] + }, + { + "id": "20995", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Peter acquired this trait?\nContext: Read the description of a trait.\nPeter knows how to fly a kite.\nOptions: (A) Peter likes to fly a kite with his younger brother. (B) Peter's friend taught him how to fly a kite. (C) Peter's neighbor taught him how to repair a kite." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. The answer is B." + } + ] + }, + { + "id": "20997", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is Bingo's phenotype for the wool color trait?\nContext: In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele L is for white wool, and the allele l is for black wool.\nBingo, a sheep from this group, has black wool. Bingo has two alleles for black wool.\nOptions: (A) black wool (B) ll" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's phenotype for a trait is its observable version of that trait. Bingo's observable version of the wool color trait is black wool. So, Bingo's phenotype for the wool color trait is black wool. The answer is A." + } + ] + }, + { + "id": "20998", + "image": "20998\\image.png", + "conversations": [ + { + "from": "human", + "value": "Identify the question that Sasha's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nSasha cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Sasha measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.\nFigure: a slug on a leaf.\nOptions: (A) Do slugs weigh more after eating tomato leaves or broccoli leaves? (B) Do slugs eat more from tomato leaves or broccoli leaves?\n" + }, + { + "from": "gpt", + "value": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B." + } + ] + }, + { + "id": "21000", + "conversations": [ + { + "from": "human", + "value": "Which of the following contains a vague pronoun reference?\nContext: N/A\nOptions: (A) Dave went on to calculus after studying trigonometry, but he never fully comprehended calculus. (B) Dave went on to calculus after studying trigonometry, but he never fully comprehended it." + }, + { + "from": "gpt", + "value": "When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.\nWhen Lisa and Kim finally landed, she breathed a sigh of relief.\nThe pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.\nVague pronoun references can be corrected in one of two ways:\n1. Replace the pronoun with its correct antecedent:\nWhen Lisa and Kim finally landed, Lisa breathed a sigh of relief.\n2. Rewrite the sentence:\nLisa breathed a sigh of relief when she and Kim finally landed.\nA vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.\nThey say that this nail polish dries in less than five minutes.\nThe pronoun they is used without its antecedent, so the meaning of the sentence is unclear.\nThis problem can be fixed by replacing the pronoun with its missing antecedent.\nThe advertisements say that this nail polish dries in less than five minutes. The second answer choice contains a vague pronoun reference. The pronoun it could refer to calculus or trigonometry.\nThe first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with calculus.\nDave went on to calculus after studying trigonometry, but he never fully comprehended calculus. The answer is B." + } + ] + }, + { + "id": "21001", + "conversations": [ + { + "from": "human", + "value": "Which would stretch more?\nContext: N/A\nOptions: (A) nylon shorts (B) glass bowl" + }, + { + "from": "gpt", + "value": "Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nA material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.\nFor example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. Stretchy is a property. A stretchy material gets longer when you pull on it.\nLook at each picture, one at a time. Imagine pulling on the material shown in each picture.\nOf the choices, the nylon shorts would stretch more. If you pull the leg opening on a pair of nylon shorts, it will get wider. The answer is A." + } + ] + }, + { + "id": "21006", + "image": "21006\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which term matches the picture?\nContext: Read the text.\nFiltration and centrifugation are two techniques used to separate different materials from a mixture. Filtration involves straining unwanted materials, sometimes with the help of gravity. For example, you can pour a liquid mixture through a funnel lined with filter paper that collects unwanted solids.\nCentrifugation, on the other hand, uses centrifugal force to separate materials. For example, vials of mixtures can be placed at an angle in special machines that spin at high speed. The spinning causes denser substances to move and collect at the bottom of the vial.\nOptions: (A) filtration (B) centrifugation\n" + }, + { + "from": "gpt", + "value": "Filtration uses gravity to separate solid substances from a liquid as it passes through a funnel. The answer is A." + } + ] + }, + { + "id": "21009", + "conversations": [ + { + "from": "human", + "value": "What is the volume of a soda bottle cap?\nContext: Select the better estimate.\nOptions: (A) 12 liters (B) 12 milliliters" + }, + { + "from": "gpt", + "value": "Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.\nVolume is a measurement of how much space something takes up.\nThere are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.\nThere are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.\nA raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. The better estimate for the volume of a soda bottle cap is 12 milliliters.\n12 liters is too much. The answer is B." + } + ] + }, + { + "id": "21014", + "conversations": [ + { + "from": "human", + "value": "Based on this information, what is this cucumber plant's genotype for the fruit texture gene?\nContext: In a group of cucumber plants, some individuals have bumpy fruit and others have smooth fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for bumpy fruit, and the allele f is for smooth fruit.\nA certain cucumber plant from this group has bumpy fruit. This plant has two alleles for bumpy fruit.\nOptions: (A) FF (B) bumpy fruit" + }, + { + "from": "gpt", + "value": "All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.\nFor example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene\u2014one allele inherited from each parent.\nAn organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.\nAn organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. An organism's genotype for a gene is its combination of alleles for that gene. The cucumber plant has two alleles for bumpy fruit (F). So, the plant's genotype for the fruit texture gene is FF. The answer is A." + } + ] + }, + { + "id": "21019", + "conversations": [ + { + "from": "human", + "value": "Select the vertebrate.\nContext: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.\nOptions: (A) giant octopus (B) saturn butterfly (C) earthworm (D) robin" + }, + { + "from": "gpt", + "value": "Vertebrates and invertebrates are both groups of animals.\nA vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.\nAn invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.\nAn earthworm is a worm. Like other worms, an earthworm is an invertebrate. It does not have a backbone. It has a soft body.\nLike other octopuses, a giant octopus is an invertebrate. It does not have a backbone. It has a soft body.\nA robin is a bird. Like other birds, a robin is a vertebrate. It has a backbone. The answer is D." + } + ] + }, + { + "id": "21020", + "conversations": [ + { + "from": "human", + "value": "Which sentence states a fact?\nContext: N/A\nOptions: (A) It is hard to understand Australian people's accents. (B) Australia is a continent in the Southern Hemisphere." + }, + { + "from": "gpt", + "value": "A fact is something that can be proved true by research or observation.\nGeorge Washington became president of the United States in 1789.\nThis statement is a fact. It can be proved by researching what year George Washington was inaugurated president.\nAn opinion is something that a person believes, thinks, or feels. An opinion can be supported by evidence, but it cannot be proved true.\nGeorge Washington was a better president than Thomas Jefferson.\nThis statement is an opinion. People can have different ideas about what makes someone a \"better\" president, so the statement cannot be proved. The second sentence states a fact.\nAustralia is a continent in the Southern Hemisphere.\nIt can be proved by finding Australia on a globe.\nThe first sentence states an opinion.\nIt is hard to understand Australian people's accents.\nHard shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes an accent hard to understand. The answer is B." + } + ] + }, + { + "id": "21025", + "conversations": [ + { + "from": "human", + "value": "Is picking apples a good or a service?\nContext: N/A\nOptions: (A) a good (B) a service" + }, + { + "from": "gpt", + "value": "Everything you can buy is either a good or a service.\nA good is something you can touch or hold in your hands. For example, a hammer is a good.\nA service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. To decide whether picking apples is a good or a service, ask these questions:\nIs picking apples something you can touch? No.\nIs picking apples a job you might pay someone else to do? Yes.\nSo, picking apples is a service. The answer is B." + } + ] + }, + { + "id": "21041", + "image": "21041\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the name of the colony shown?\nContext: N/A\nOptions: (A) Virginia (B) Delaware (C) Georgia (D) West Virginia\n" + }, + { + "from": "gpt", + "value": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is A." + } + ] + }, + { + "id": "21044", + "image": "21044\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Louisiana?\nContext: N/A\nOptions: (A) Atlanta (B) Frankfort (C) New Orleans (D) Baton Rouge\n" + }, + { + "from": "gpt", + "value": "Baton Rouge is the capital of Louisiana. The answer is D." + } + ] + }, + { + "id": "21048", + "image": "21048\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of the following was a dependent variable in this experiment?\nContext: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nEvery day at work, Valentina poured a large cup of tea that she drank throughout the morning. She wondered how much bacteria might be growing in her cup of tea as the morning went on.\nTo find out, Valentina filled three identical cups with tea and placed them on her desk for three hours. After the first hour, she placed a drop of the tea from each cup on a separate microscope slide and counted the number of bacteria in the drop. Valentina repeated this with each cup of tea after the second hour, and again after the third hour.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: using a microscope to count bacteria on a slide.\nOptions: (A) the number of bacteria in a drop of tea (B) the amount of time that the tea sat on the desk\n" + }, + { + "from": "gpt", + "value": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A." + } + ] + }, + { + "id": "21052", + "conversations": [ + { + "from": "human", + "value": "Answer the riddle.\nI smell good.\nI can come in many colors.\nI grow in a garden.\nWhat am I?\nContext: N/A\nOptions: (A) a flower (B) a bird" + }, + { + "from": "gpt", + "value": "A flower smells good.\nA flower can come in many colors.\nA flower grows in a garden. The answer is A." + } + ] + }, + { + "id": "21053", + "image": "21053\\image.png", + "conversations": [ + { + "from": "human", + "value": "Complete the sentence.\nThe mutation in the () affected the structure and function of the ().\nContext: The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.\n\nKeratins are strong proteins that provide structure and protection for many tissues in the human body. For example, the tissue on the inside of the mouth, called epithelium (ep-i-THEEL-i-um), is protected by a tough layer made of many types of keratin proteins connected together. One type of keratin protein is encoded by the KRT13 gene.\nA certain person had a mutation in the KRT13 gene. Compared to the KRT13 gene without a mutation, the mutated KRT13 gene encoded a form of the keratin protein with a different structure.\nThis different form of the keratin protein could not connect to other keratin proteins.The person with the mutation had mouth epithelium that was easily damaged by simple activities like eating and brushing teeth.\nFigure: strands of connected keratin proteins, seen through a high-powered microscope.\nOptions: (A) KRT13 gene . . . keratin protein (B) keratin protein . . . KRT13 gene\n" + }, + { + "from": "gpt", + "value": "An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.\nA permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.\nThe function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.\nAn organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits. A mutation in a gene may affect the protein it encodes.\nSo, the mutation in the KRT13 gene affected the structure and function of the keratin protein. The answer is A." + } + ] + }, + { + "id": "21062", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nMost students who take the school's Advanced Computer Science class go on to major in computer science. Clearly, the course must be the reason why students major in computer science.\nContext: N/A\nOptions: (A) guilt by association: a negative association intended to discredit someone or something (B) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (C) false causation: the assumption that because two things happened together, one caused the other" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that the school's Advanced Computer Science class is the reason students choose to major in computer science. The text states that most of the students who take that class continue on with the major. However, the class isn't necessarily the reason they do so. For example, the students who take the advanced class may already be interested in majoring in computer science. This illustrates a type of logical fallacy known as false causation. The answer is C." + } + ] + }, + { + "id": "21063", + "image": "21063\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) the Dominican Republic (B) Saint Lucia (C) Grenada (D) Dominica\n" + }, + { + "from": "gpt", + "value": "This country is Dominica. The answer is D." + } + ] + }, + { + "id": "21064", + "image": "21064\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Nevada?\nContext: N/A\nOptions: (A) Carson City (B) Reno (C) Las Vegas (D) Cheyenne\n" + }, + { + "from": "gpt", + "value": "Carson City is the capital of Nevada. The answer is A." + } + ] + }, + { + "id": "21070", + "image": "21070\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Europe (B) Africa (C) Asia (D) North America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Africa. The answer is B." + } + ] + }, + { + "id": "21076", + "image": "21076\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the fish below.\nContext: Fish live underwater. They have fins, not limbs. A manta ray is an example of a fish.\nOptions: (A) goldfish (B) European green toad\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A European green toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA goldfish is a fish. It lives underwater. It has fins, not limbs.\nGoldfish are popular as pets in many countries today. They were first kept as pets by people in ancient China. The answer is A." + } + ] + }, + { + "id": "21083", + "conversations": [ + { + "from": "human", + "value": "What kind of sentence is this?\nHow does the new mayor intend to fulfill his campaign promise to bring new jobs to the city?\nContext: N/A\nOptions: (A) declarative (B) interrogative (C) imperative" + }, + { + "from": "gpt", + "value": "There are four kinds of sentences.\nA declarative sentence is a statement and always ends with a period.\nThe nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.\nAn imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.\nFor this assignment, use references to support your claims.\nDon't drive so quickly in the construction zone!\nAn interrogative sentence asks a question and always ends with a question mark.\nGiven the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?\nAn exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.\nI can't wait to travel through Europe this summer! The sentence asks a question and ends with a question mark. It is an interrogative sentence. The answer is B." + } + ] + }, + { + "id": "21087", + "image": "21087\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest east?\nContext: N/A\nOptions: (A) Ohio (B) New Jersey (C) Kansas (D) South Carolina\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Jersey is farthest east. The answer is B." + } + ] + }, + { + "id": "21090", + "image": "21090\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Barbados (B) Saint Kitts and Nevis (C) Jamaica (D) Antigua and Barbuda\n" + }, + { + "from": "gpt", + "value": "This country is Antigua and Barbuda. The answer is D." + } + ] + }, + { + "id": "21117", + "conversations": [ + { + "from": "human", + "value": "What information supports the conclusion that Kaylee inherited this trait?\nContext: Read the description of a trait.\nKaylee has red hair.\nOptions: (A) Kaylee's parents have red hair. They passed down this trait to Kaylee. (B) Kaylee and her mother both wear their hair in braids." + }, + { + "from": "gpt", + "value": "Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. The answer is A." + } + ] + }, + { + "id": "21121", + "image": "21121\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Washington?\nContext: N/A\nOptions: (A) Orlando (B) Spokane (C) Seattle (D) Olympia\n" + }, + { + "from": "gpt", + "value": "Olympia is the capital of Washington. The answer is D." + } + ] + }, + { + "id": "21128", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nWhere Nicole lives, winter is the rainiest season of the year.\nContext: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the text carefully.\nWhere Nicole lives, winter is the rainiest season of the year.\nThis passage tells you about the usual precipitation where Nicole lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is B." + } + ] + }, + { + "id": "21133", + "image": "21133\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is the helium in balloons a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a gas (B) a liquid (C) a solid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. The helium in balloons is a gas. A gas expands to fill a space.\nThe helium in balloons expands to fill all the space inside the balloons. If a balloon pops, the helium will expand to fill a much larger space. The answer is A." + } + ] + }, + { + "id": "21135", + "conversations": [ + { + "from": "human", + "value": "Assume all other forces on Kimi are balanced. Which statement describes the forces on Kimi?\nContext: Kimi is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Kimi with a force of 600N. The seat of the cart is pushing up on Kimi with a force of 1,200N.\nOptions: (A) The forces are unbalanced, so there is a net force on Kimi. (B) The forces are balanced, so there is no net force on Kimi." + }, + { + "from": "gpt", + "value": "A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.\nWhen opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.\nWhen opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. To determine if there is a net force on Kimi, look at the forces:\nEarth's gravity is pulling Kimi down with a force of 600 N.\nThe seat of the cart is pushing Kimi up with a force of 1,200 N.\nThe forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Kimi. The answer is A." + } + ] + }, + { + "id": "21136", + "image": "21136\\image.png", + "conversations": [ + { + "from": "human", + "value": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.\n" + }, + { + "from": "gpt", + "value": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B." + } + ] + }, + { + "id": "21137", + "image": "21137\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the capital of Texas?\nContext: N/A\nOptions: (A) Dallas (B) Austin (C) Houston (D) Jefferson City\n" + }, + { + "from": "gpt", + "value": "Austin is the capital of Texas. The answer is B." + } + ] + }, + { + "id": "21140", + "image": "21140\\image.png", + "conversations": [ + { + "from": "human", + "value": "Select the mammal below.\nContext: Mammals have hair or fur and feed their young milk. A kangaroo is an example of a mammal.\nOptions: (A) rabbit (B) red-eyed tree frog\n" + }, + { + "from": "gpt", + "value": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification. A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\nA rabbit is a mammal. It has fur and feeds its young milk. The answer is A." + } + ] + }, + { + "id": "21144", + "image": "21144\\image.png", + "conversations": [ + { + "from": "human", + "value": "Does this passage describe the weather or the climate?\nContext: Figure: Croatia.\nIt was clear and sunny yesterday on the Croatian coast.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nOptions: (A) weather (B) climate\n" + }, + { + "from": "gpt", + "value": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.\nIt was clear and sunny yesterday on the Croatian coast.\nThis passage tells you about yesterday's cloud cover on the coast of Croatia. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A." + } + ] + }, + { + "id": "21146", + "conversations": [ + { + "from": "human", + "value": "What do these two changes have in common?\nbaking cookies\nrust forming on a metal gate\nContext: N/A\nOptions: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are only physical changes. (D) Both are chemical changes." + }, + { + "from": "gpt", + "value": "Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nSome chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re\u00adacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nA change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.\nThe law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. Step 1: Think about each change.\nBaking cookies is a chemical change. Cookies are made from cookie dough. Baking turns the cookie dough into cookies. The cookies are a different type of matter than the dough.\nRust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.\nStep 2: Look at each answer choice.\nBoth are only physical changes.\nBoth changes are chemical changes. They are not physical changes.\nBoth are chemical changes.\nBoth changes are chemical changes. The type of matter before and after each change is different.\nBoth are caused by heating.\nBaking is caused by heating. But rust forming on a metal gate is not.\nBoth are caused by cooling.\nNeither change is caused by cooling. The answer is D." + } + ] + }, + { + "id": "21147", + "conversations": [ + { + "from": "human", + "value": "Which logical fallacy is used in the text?\nI don't give tests to my students because good students will study the material regardless, and bad students won't study the material even for a test.\nContext: N/A\nOptions: (A) false causation: the assumption that because two things happened together, one caused the other (B) false dichotomy: an argument that presents only two choices when more options exist (C) guilt by association: a negative association intended to discredit someone or something" + }, + { + "from": "gpt", + "value": "A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.\nA logical fallacy may present irrelevant information:\nFallacy | Description\nad hominem | an attack against the person making the argument, rather than the argument itself\nappeal to nature | an argument that assumes the natural choice is always the best choice\nbandwagon fallacy | an argument that assumes the popular choice is always the best choice\ncircular reasoning | an argument that supports a claim with the claim itself\nguilt by association | an unfair negative association with another person or group that is intended to discredit someone or something\nA logical fallacy may misrepresent the issues at hand:\nFallacy | Description\nfalse causation | the assumption that because two things happened together, one caused the other\nfalse dichotomy | an argument that presents only two choices when more options exist\nhasty generalization | a broad claim based on too few observations\nslippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences\nstraw man | a misrepresentation of an opponent's position that makes it easier to argue against\n The text argues that there are two types of students: good students who will study without the incentive of a test, and bad students who won't study even with the incentive of the test. However, this argument artificially restricts the types of students to just two extremes. For example, there may be some students who would study if they had a test, but who wouldn't study if they didn't have a test. This illustrates a type of logical fallacy known as a false dichotomy. The answer is B." + } + ] + }, + { + "id": "21149", + "image": "21149\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which state is highlighted?\nContext: N/A\nOptions: (A) Ohio (B) Indiana (C) Michigan (D) Iowa\n" + }, + { + "from": "gpt", + "value": "This state is Ohio. The answer is A." + } + ] + }, + { + "id": "21153", + "conversations": [ + { + "from": "human", + "value": "Complete the statement. Assume that the water balloon's mass did not change.\nThe gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Dale.\nContext: Read the text about an object in motion.\nKimi dropped a water balloon off a balcony. The water balloon fell toward her friend Dale, who was standing below the balcony.\nOptions: (A) decreased (B) stayed the same (C) increased" + }, + { + "from": "gpt", + "value": "Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.\nThe amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.\nIf the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.\nWhen an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...\nincreases | increases\ndecreases | decreases\nstays the same | stays the same Think about how the distance between the water balloon and the center of Earth changed.\nDale was lower than the balcony. As the water balloon fell toward Dale, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Dale. The answer is A." + } + ] + }, + { + "id": "21159", + "conversations": [ + { + "from": "human", + "value": "Which type of sentence is this?\nJoel took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.\nContext: N/A\nOptions: (A) simple (B) compound (C) complex (D) compound-complex" + }, + { + "from": "gpt", + "value": "A clause is a group of words that contains both a subject and a predicate.\nAn independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.\nthe oranges on our tree are ripe\nThe clause can stand alone. It is independent.\nafter we pick up Kevin from work\nThe clause cannot stand alone. It is dependent.\nA simple sentence is made up of a single independent clause.\nBen and I spent all day relaxing by the pool.\nSome simple sentences have introductory phrases, but the introductory phrase is part of the predicate.\nIn the winter, Ben usually wears his heavy coat.\nBen usually wears his heavy coat in the winter.\nA compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.\nWe saw the flash of lightning, and seconds later we heard a rumble of thunder.\nA complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.\nIf she ever gets the chance, Terri would love to visit the Egyptian pyramids.\nDuring his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.\nA compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.\nAfter Samantha left work, she stopped at the bank, and then she went to the gym.\nSometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.\nOrcas that are kept in captivity often have bent dorsal fins. The sentence is simple. It is a single independent clause.\nJoel took several incredible panoramic photographs of the sweeping view from the top of Table Mountain. The answer is A." + } + ] + }, + { + "id": "21166", + "image": "21166\\image.png", + "conversations": [ + { + "from": "human", + "value": "Is chocolate syrup a solid, a liquid, or a gas?\nContext: N/A\nOptions: (A) a gas (B) a liquid (C) a solid\n" + }, + { + "from": "gpt", + "value": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas. Chocolate syrup is a liquid. A liquid takes the shape of any container it is in.\nIf you pour chocolate syrup into a container, the chocolate syrup will take the shape of that container. But the chocolate syrup will still take up the same amount of space. The answer is B." + } + ] + }, + { + "id": "21189", + "image": "21189\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which country is highlighted?\nContext: N/A\nOptions: (A) Antigua and Barbuda (B) Saint Kitts and Nevis (C) Grenada (D) Saint Lucia\n" + }, + { + "from": "gpt", + "value": "This country is Saint Kitts and Nevis. The answer is B." + } + ] + }, + { + "id": "21191", + "image": "21191\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) North America (B) South America (C) Antarctica (D) Australia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the seven largest areas of land on earth. This continent is North America. The answer is A." + } + ] + }, + { + "id": "21192", + "image": "21192\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Africa (B) South America (C) North America (D) Asia\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is South America. The answer is B." + } + ] + }, + { + "id": "21195", + "conversations": [ + { + "from": "human", + "value": "Which word would you find on a dictionary page with the following guide words?\npad - poison\nContext: N/A\nOptions: (A) president (B) peach" + }, + { + "from": "gpt", + "value": "Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.\nTo put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. Put the words in alphabetical order.\nSince peach is between the guide words pad - poison, it would be found on that page. The answer is B." + } + ] + }, + { + "id": "21196", + "image": "21196\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which of these states is farthest west?\nContext: N/A\nOptions: (A) Alabama (B) Illinois (C) South Carolina (D) Connecticut\n" + }, + { + "from": "gpt", + "value": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map. To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west. The answer is B." + } + ] + }, + { + "id": "21199", + "image": "21199\\image.png", + "conversations": [ + { + "from": "human", + "value": "Which continent is highlighted?\nContext: N/A\nOptions: (A) Asia (B) Europe (C) Australia (D) North America\n" + }, + { + "from": "gpt", + "value": "A continent is one of the major land masses on the earth. Most people say there are seven continents. This continent is Europe. The answer is B." + } + ] + }, + { + "id": "21200", + "image": "21200\\image.png", + "conversations": [ + { + "from": "human", + "value": "What is the direction of this push?\nContext: A bulldozer clears a path for a new road. A force from the bulldozer pushes loose dirt out of the way.\nOptions: (A) away from the bulldozer (B) toward the bulldozer\n" + }, + { + "from": "gpt", + "value": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling. The bulldozer pushes the loose dirt. The direction of the push is away from the bulldozer. The answer is A." + } + ] + }, + { + "id": "21206", + "conversations": [ + { + "from": "human", + "value": "Which is a complete sentence?\nContext: N/A\nOptions: (A) Amy is from Greenwood now she lives in Wildgrove. (B) This book explains the difference between cattle and buffalo." + }, + { + "from": "gpt", + "value": "A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside. This book explains the difference between cattle and buffalo is a complete sentence. The subject is this book, and the verb is explains. The answer is B." + } + ] + } +] \ No newline at end of file