Topic 24 · Where a plant's body comes from — the question types, for your rulings

Skill: course-build → write-mcqs → write-explanation, design-check-sequence @ cca3af6

Topic 24 — Where a plant's body comes from — the PP100's question types, with their exemplars

What this page is. James reads a bank as its question TYPES first (vault: A bank is reviewed as its question types first, one exemplar each). Under the Grade 5 standing brief the bank is built straight away (55 items in content/G5T24_pp100_bank.py); this sheet is the way in. Each type line says what the stem asks and what the options (or the accept list) are, and prints one exemplar in full. Tags follow depth of reasoning — easy = a one-step pick (where the body comes from, which part, which group got none of the change, what a same-result test shows, which step comes first); medium = the rule applied to a fresh case, a reason picked, a drawn table read, a number read off a table, the change inferred from the control group; hard = a claim judged by its correct reason, two ideas chained, a set answer, a difference produced, a counterfactual judged, the term produced — and rise with the atom's order: LIF5-010 (where the body comes from) eight easy, three medium, two hard; SR5-004 (the control group) six easy, six medium, one hard; SR5-005 (what it shows) three easy, five medium, four hard; LIF5-011 (the pot test, the capstone) three easy, six medium, eight hard. Every hard item carries a one-line "hard because" (hb) in the bank file.

Rulings already applied. Four options on every MCQ; no option bundles a verdict with its reason (the two bank claims are "X is wrong. What is the correct reason?" with four single-statement reasons; no tier-2 exception used); every stem is a positive question of at most two sentences unless tagged hard; drawn tables carry their readings as data and the blind text lists the cells, never the verdict; "control group" is typed in the hard tier (two everyday words, child spellings in the accept list; recognised in Lesson 2 (The group that gets none of the change)'s quiz and the practice set first); the numeric keys are produced differences (the bare number and its unit forms accepted); one multi-select, where the answer is genuinely a set; every item names ONE atom; US spelling; units as words in prose, numerals on drawings. MCQ keys A 14 · B 13 · C 11 · D 10. KEY TELLS: 0 of 112 MCQs flagged.

The bar list (things a generated item must never use): "eat" or "food" for what a plant takes from the soil; "weigh / weight" beside a mass (the scale reads; find the mass); "photosynthesis", "independent / dependent variable", the mechanism of sugar-making (grades 6-8); "gravity", "leak", "lift", "snap"; any lesson scene (Xavier's oak and acorn, the bag of plant food, Yara's bean plants and fertilizer, the warm-cupboard seeds, the children learning words with music, the willow and the scientist, the small apple); any quiz, attached, summary, practice or recall-bank scene (sunflower, pine trunk, carrot, floating pond plant, mowed lawn, corn, maple; salt on ice, cucumber plants, dog food, grass with extra water, night-light, warm-water seeds, heated barn, toothpaste; tomato spray, puppies' chew toy, goldfish food, guppy flakes, runners' sports drink, pepper spray, shampoo; birch pot test, apple-tree table, 70-kilogram soil, tomato plant pot test, sunflower seedling plan; fence paint, peach tree; spinach, paper towels, flour in milk, bamboo, jar with pebbles, helmet pad, fan on basil, window cleaner, singing to cows, rose bush, 8,000-gram soil; bean windowsill, bouncing balls, kinds of soil, salt water, sawn log); a claim-maker from another topic's row (only Xavier, Yara and Yusuf); a non-US animal or place; "biggest / smallest" for an amount; lettered groups (group A / group B).

The ten types

Type	Items	Atom	Tags	Form	The stem asks…	The options / the accept	Exemplar scenes
1	4	010	easy	MCQ	a named plant grows: where most of its new body is built from	from the air and from water / from the soil / from the sunlight / a fourth place	a grapevine; a redwood trunk; a pumpkin; a cactus in sand
2	7	010	easy → medium	MCQ	which part takes in the gas; which part takes in the water; what the sugar builds; which gas; why the ground stays level; a plant with no soil; what is true of the water	four parts / four materials / four explanations	an air plant on a shelf; a tree that leaves no dip
3	2	010	hard	MCQ and multi	the claim's correct reason (the register's "packed-together soil" belief); the TWO things a body is built mostly from (multi)	four reasons / the air, the soil, water, sunlight	Yusuf's elm
4	5	004	easy	MCQ	a described test with four groups (0, 1, 2, 3 of the change) or two named groups: which is the control group	the four groups / the two groups and two more	four pairs of pots (drawn); lizards' lamp hours; boat wax coats; swimmers' lanes; a bedtime story
5	6	004	easy → medium	MCQ	which of four tests has a control group; which group is the control group where both got some of the change (neither) or one got none; which plan gives a test a control group; what the one thing changed is, read from the control group	four plans / the two groups, both, neither / four things	hot tea and warm tea; two stretching times; a shade cloth; bike oil; chicks' feed
6	2	004	medium → hard	MCQ, then typed	the name of the group kept for comparison, from a description that never says "none of the change": recognised among its sisters (medium, the new soap), then typed (hard, the reading app) — one typed term item only, since the bank's stems print the term (8 Oct adjudication)	the control group / the fair group / the change group / the spare group; control group with child spellings	a new soap; a reading app
7	3	005	easy	MCQ	the change group and the control group get the same result, or different results: what did the change do	nothing / it made X sooner, more / later, fewer / a fourth outcome	cough syrup; lettuce watered with tea; kittens and music
8	5	005	medium	MCQ, three with a drawn two-row table	what the change did, read from a results table (including the subtraction of what happens anyway); why a test with no control group is hard to trust; a same-result test judged	four outcomes / four reasons / four sentences	a strawberry spray; a lamp over mint; warm milk at bedtime; radishes in red pots
9	4	005	hard	MCQ	the claim's correct reason (the register's "spares" belief); a test with no control group: what can be said; how much of the result the change caused; which of two tests can say what the change did	four reasons / four sentences / four amounts / four verdicts	Yara's glue; a seed powder; a hair oil; two rabbit-food tests
10	17	011	easy → hard	MCQ, numeric, typed	the first step; what is added; why the soil is dried; why the lid; what is wrong with a pot test that adds sand; the one word for what is added (typed); a gain or a loss read off a drawn table (MCQ, medium) or produced (numeric, hard); what a drawn pot test shows; the correct argument from two numbers; a counterfactual (the soil lost 8 kilograms); what blown-in leaves do to the reading; which number carries the argument	four steps or reasons / four amounts / water / the number with its unit / four sentences	a lemon tree (drawn); a pear tree (drawn, the typed pair); a fern (drawn); an olive tree; a fig tree; a pot with no lid

Hard because — type 3: a documented belief judged by its correct reason; a set answer. Type 6: the coined term produced (the typed item). Type 9: a documented belief judged by its correct reason; two steps (no group got none, so nothing is known about what happens anyway); what happens anyway subtracted; two tests compared on one feature. Type 10 (hard items only): a difference produced with its unit, from prose or from a drawn table; the argument's sentence chosen after two numbers are compared; the reading reversed when the numbers reverse; what entered the pot chained to the final reading; a judgement between four true numbers.

⟂ draw constraints (never two on one test; ids from the built bank after the 8 Oct adjudication): PP-34 ⟂ PP-35 (the lemon-tree table read as MCQ: one per test); PP-50 ⟂ PP-51 (the pear-tree table's gain and loss produced as numerics: one per test — its own table since the non-author review); PP-48 ⟂ PP-49 ⟂ PP-52 (the olive tree's gain, loss and argument are one scene); PP-43 ⟂ PP-40 (the typed "control group" and the recognition item that replaced the second typed one); PP-39 ⟂ PP-19 (the typed "water" and the four-option item on the same fact); PP-41 ⟂ PP-44 (the two claim-reason items); PP-24 ⟂ PP-25 (both-got-some-of-the-change → neither); PP-15 ⟂ PP-16 ⟂ PP-29 ⟂ PP-33 (same-result → did nothing: two per test at most); PP-45 ⟂ PP-32 (no control group → cannot tell).

One exemplar per type, in full

Type 1 (easy, LIF5-010). A grapevine grows 5 meters of new stem in one summer. Where is most of that new stem built from? — from the soil / from the air and from water / from the sunlight / from the pot or the ground. Why: A plant's body is built mostly from the air and from water, not from the soil. The new stem is part of the vine's body. So most of it is built from the air and from water. (nearest lesson-side instance: Lesson 1 (A plant's body is built from the air and from water), question 1, the sunflower — same move, a different plant and the three-option form)

Type 2 (medium, LIF5-010). A tree grows for forty years, and the ground around it stays level, with no dip. Which sentence explains this? — The soil grows back as fast as the tree takes soil in. / Little soil was used: the tree was built from the air and water. / The roots push the ground back up as the tree grows. / The tree was built from soil from deep under the ground. Why: A plant's body is built mostly from the air and from water, not from the soil. So the tree took almost no soil out of the ground. So the ground stays level. (nearest: Lesson 1 (A plant's body is built from the air and from water), question 4, the pine trunk — the same why on a different tree)

Type 3 (hard, LIF5-010). Yusuf says an elm's wood is soil, packed together, that the roots pulled up. Yusuf is wrong. What is the correct reason? — The wood is built from sugar the leaves make from water and the air. / The roots cannot pull soil up; the trunk pulls it up instead. / Wood is packed-together leaves, not packed-together soil. / The soil turns into wood only when the ground is very wet. Why: A plant does not eat: it makes its own food in its leaves, from water and carbon dioxide. The plant builds its body from that sugar. So the wood is built from the air and from water, not from packed soil. (nearest: Lesson 1 (A plant's body is built from the air and from water), question 5, Yara's carrot, bare yes / no)

Type 4 (easy, SR5-004, drawn). [four pairs of pots labelled 0 spoons, 1 spoon, 2 spoons, 3 spoons] Four pairs of pots get 0, 1, 2 or 3 spoons of a growing powder. Which pair is the control group? — the 0-spoon pair / the 1-spoon pair / the 2-spoon pair / the 3-spoon pair. Why: In an experiment, the group that gets none of the change is called the control group. The change is the powder, and the 0-spoon pair got none. So the 0-spoon pair is the control group. (nearest: Lesson 2 (The group that gets none of the change), question 1, two trays of ice — two groups there, four here)

Type 5 (medium, SR5-004). In a test of whether a hot drink helps people feel warmer, one group drinks hot tea and the other group drinks warm tea. Which group is the control group? — the hot-tea group / the warm-tea group / both groups / neither group. Why: The control group gets none of the change. Both groups drank a heated drink, so both got some of the change. So neither group is the control group. (nearest: Lesson 2 (The group that gets none of the change), question 6, the warm-water seeds — "none of the trays")

Type 6 (hard, SR5-004, typed). A test gives one class a new reading app and gives another class no app. Type the two-word name for the no-app class. — accept control group / the control group / a control group / controll group / control grup … ; wrong_fb for fair test, change group, spare group, no app. Why: In an experiment, the group that gets none of the change is called the control group. The no-app class got none of the change. So its name is the control group. (nearest: PR-13, the plain-water seedlings — recognition precedes it in Lesson 2 (The group that gets none of the change), question 8 and PR-12)

Type 7 (easy, SR5-005). In a test of a new cough syrup, the syrup group's coughs last 5 days, and the control group's coughs last 5 days too. What did the syrup do? — nothing / it made the coughs shorter / it made the coughs longer / it made the coughs louder. Why: The control group shows what happens anyway: coughs last 5 days. The syrup group's coughs lasted 5 days too. So the syrup did nothing. (nearest: Lesson 3 (Why the control group matters), question 1, the tomato spray)

Type 8 (medium, SR5-005, drawn). [two rows: the lamp group, 15 cm; the control group (daylight only), 9 cm] Here are the results of a test of a lamp left on at night over mint plants. How much extra did the lamp make the plants grow? — 6 centimeters / 9 centimeters / 15 centimeters / 24 centimeters. Why: The control group shows what happens anyway: 9 centimeters. The lamp group grew 15 centimeters. 15 − 9 = 6 centimeters, so the lamp made the plants grow 6 centimeters extra. (nearest: Lesson 3 (Why the control group matters), question 6, the guppy flakes table — 2 and 1 there, three-option)

Type 9 (hard, SR5-005). Yara's class tests a new glue. Yara says the sticks glued with the usual glue are just spares in case the new glue fails. Yara is wrong. What is the correct reason? — The usual-glue sticks show how strong a glued stick is anyway. / The usual-glue sticks are the ones that will be tested first. / The usual-glue sticks make the test finish much sooner. / The usual-glue sticks are stronger than the new-glue sticks. Why: The usual-glue sticks got none of the change, so they are the control group. The control group shows what happens anyway, when nothing is changed. So the sticks are not spares: they show how strong a glued stick is anyway. (nearest: Lesson 3 (Why the control group matters), question 4, Xavier's goldfish tank, bare yes / no)

Type 10 (hard, LIF5-011, numeric). In a pot test, a young olive tree's mass was 2,000 grams at the start and 9,000 grams two years later. How many grams did the tree gain? Type the number. — accept 7000 / 7,000 / 7,000 grams / 7 kilograms / seven thousand … Why: The tree's mass was 2,000 grams before and 9,000 grams after. 9,000 − 2,000 = 7,000, so the tree gained 7,000 grams. (nearest: Lesson 4b (The pot test: what the numbers show), question 3, the birch tree's gain in kilograms — the same move, grams here, a different tree)

Type 10, a second face (hard, LIF5-011, MCQ). A pot test's dried soil loses 8 kilograms while the plant gains 9 kilograms. What does this test show? — The plant's body came mostly from the soil. / The plant's body came mostly from the water and the air. / The scale must have been broken. / The plant did not really grow. Why: The plant gained 9 kilograms. The soil lost 8 kilograms: almost all of the plant's gain. So the test would show that the plant's body came mostly from the soil. (nearest: Lesson 4b (The pot test: what the numbers show), question 7, the 70-kilogram soil)