Topic 30 · The food organs — the question types, for your rulings

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

Topic 30 — The food organs — 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 (50 items in content/G5T30_pp100_bank.py); this sheet is the way in. Each type line says what the stem asks, what the four options (or the accept list) are, and prints one exemplar in full. Tags follow depth of reasoning — easy = one fact, a one-step pick or a position recalled; medium = the rule applied to a fresh food, a reason picked, or a detail of the job; hard = a word produced, two ideas chained, the whole order produced, or a set — and rise with the atom's order: LIF5-050 (the stomach) seven easy, three medium; LIF5-051 (the intestines) five easy, four medium, one hard; LIF5-052 (the liver) four easy, four medium, two hard; LIF5-053 (the pancreas) four easy, three medium, two hard; LIF5-054 (the path, the capstone) two easy, five medium, four hard. Every hard item carries a one-line "hard because" (hb) in the bank file.

Rulings already applied. Four options on every MCQ (six fixed sets, each listed in KEY_TELL_EXEMPT_SETS, the key moving within the set: the four jobs JOB4; the four organs ORG4; where-the-useful-parts-go WHERE4; what-the-food-is-like AFTER4; the next place NEXT4; the pair of juice-makers PAIR4); no claim item anywhere — the register names no documented belief on these atoms (its one SD-6 belief, food and air down one tube, is Topic 31's), so no belief is stated or tested and no exception to the verdict-and-reason ban is needed; every stem is a positive question (no "not", no "never" in a question sentence); the one typed key, "liver", is five letters and spellable, with the three sister organs' own feedback lines; "intestines" and "pancreas" are never typed (RECALL_BY_MCQ) and are recalled by MCQs keyed on them; two reorder items (three steps; four steps), one multi-select where the answer is genuinely a set; every item names ONE atom; US spelling; units as words; the four item drawings are the register's body outline with ONE organ coloured and no chip, their blind text the drawing as data (where the coloured part sits, its shape), never the organ's name. MCQ keys A 11 · B 11 · C 13 · D 11 (46 MCQs); the typed item, the two reorder items and the multi-select carry no letter.

The bar list (real things a generated item must never use): any enzyme, acid or "bile" (names and jobs only — James's scope); "digestive system" (the Florida benchmark does not use it); "small intestine" / "large intestine" (the benchmark says "the intestines"); a food that is a lesson, quiz, attached, practice or intro scene (sandwich, rice, pasta, soccer, milk, fried eggs, bacon, hash browns, fried fish, the classroom drawing, apple, pizza; soup, taco, banana, cereal, grapes, burger, toast, fried chicken, buttered toast, noodles, bread roll, cracker, muffin, pear, carrot, oatmeal, bagel, french fries, cookie, chili, peach, hot dog, yogurt, waffles, granola bar, tortilla, beans, melon); a child's name from any other topic (Reed, Aiden and Alma are this topic's and never appear in the bank); "energy" (the useful parts of food are never said to "give energy" here — the energy topics own that word); "gravity", "force", "lift", "leak", "snap".

The eleven types (fewer would be better; the four organ atoms share the job / which-organ / which-is-coloured forms, each with its own details form; the capstone has the next-place / pair / order / set forms)

Hard because — type 8: the intestines' job chained to the blood's carrying; the liver's job chained to the place it acts and the food's path; the two juice-makers told apart; the place the juices act reasoned from the food's path; the place and both helpers chained from three rules. Type 9: the word is produced from both jobs. Type 10: the whole order produced, not picked. Type 11: a set held together; one at a time would give the other away.

One exemplar per type, in full

Type 1 (easy, LIF5-050). A girl eats a burrito. What does her stomach do to the burrito? — squeezes food and mixes it with juices / takes the useful parts of food into the blood / makes a juice for fatty food and cleans the blood / makes juices that help break food down in the intestines. Why: The stomach squeezes food and mixes it with juices. The burrito is food. So her stomach squeezes the burrito and mixes it with juices. (nearest lesson-side instance: Lesson 1 (What the stomach does to your lunch)-V1, the oatmeal, three organs as options — here the four JOBS are the options)

Type 2 (easy, LIF5-051). [Drawing: the body with one part coloured] One organ is coloured in this drawing of the inside of the body. Which organ is it? — the stomach / the intestines / the liver / the pancreas. Why: The coloured part is a long tube folded back and forth in the lower belly. That long, folded tube is the intestines. So the coloured organ is the intestines. (nearest: Lesson 2 (How the useful parts of food reach your legs), question 6, "which sentence is true about the intestines" — here the drawing is read)

Type 3 (medium, LIF5-050). A boy eats a plum. Why does the plum become a soupy mush in his stomach? — The stomach heats the plum until the plum melts. / The stomach presses the plum flat and adds no juices. / The stomach squeezes it and mixes it with juices. / The plum breaks down on its own as soon as it is swallowed. (nearest: Lesson 1 (What the stomach does to your lunch), question 2, the taco, what it is like — here the why)

Type 4 (easy, LIF5-051). The intestines are folded up many times inside the belly. Stretched out, how long would they be? — about as long as a hand / about as long as a pencil / longer than a car / shorter than a shoe. (nearest: Lesson 2 (How the useful parts of food reach your legs), question 6, the folded tube)

Type 5 (medium, LIF5-052). Which of these foods needs the liver's juice the most? — fried shrimp / a cucumber / an orange / a pickle. Why: The liver makes a juice that helps break down fatty food. Fried food has a lot of fat in it, and a cucumber, an orange and a pickle have almost none. So the fried shrimp needs the liver's juice the most. (nearest: Lesson 3 (What the liver does), question 4, buttered toast, yes / no)

Type 6 (easy, LIF5-054). A girl swallows a bite of a cinnamon roll. Which organ does the bite reach first after her mouth? — the intestines / the liver / the mouth / the stomach. (nearest: Lesson 5 (The path a bite of food takes)-V1, the cookie, two options)

Type 7 (medium, LIF5-054). A girl eats a handful of almonds. Which organ sends a juice into her intestines but never holds the almonds themselves? — the liver / the stomach / the intestines / the mouth. (nearest: Lesson 5 (The path a bite of food takes), question 7, the pear's pair of organs)

Type 8 (hard, LIF5-053). A boy eats a slice of cake. In his intestines, two juices help break the cake down: one from the liver, and one from another organ. Which organ makes the other juice? — the intestines / the liver / the pancreas / the stomach. Hard because: the two juice-makers are told apart, and the second is found from the first. (nearest: Lesson 4 (The hidden organ behind the stomach), question 6, the bread roll's small organ behind the stomach)

Type 9 (hard, LIF5-052, typed). A girl eats fried onion rings. One organ makes a juice that helps break down the fat, and the same organ cleans harmful things out of her blood. Type the name of that organ. — accept liver, the liver, a liver, her liver, livers, livver, lliver; "stomach", "intestines", "pancreas", "heart" each with their own line. (nearest: PR-16, the practice set's typed liver)

Type 10 (hard, LIF5-054, reorder). A girl drinks a fruit smoothie. Tap the steps in order, from what happens first to what happens last. — The girl swallows the smoothie. → The stomach squeezes the smoothie and mixes it with juices. → The liver and the pancreas add their juices in the intestines. → The intestines take the useful parts into the blood. (nearest: Lesson 5 (The path a bite of food takes), question 5, the toast's three places)

Type 11 (hard, LIF5-054, multi-select). A boy eats nachos with cheese. Select the TWO organs that add their juices to the nachos in his intestines. — the stomach / the intestines / the liver / the pancreas. (nearest: Lesson 5 (The path a bite of food takes), question 3, the cracker's two organs)

Draw constraints (⟂ = never in the same twenty-item draw)

From the blind read of 8 Oct (a stem or option in one item states what another asks): PP-07 ⟂ PP-04; PP-12 ⟂ PP-10; PP-16 ⟂ PP-15; PP-20 ⟂ PP-18, PP-19; PP-36 ⟂ PP-19; PP-33 ⟂ PP-13, PP-14, PP-32; PP-25 ⟂ PP-03; PP-49 ⟂ PP-37, PP-45, PP-50. PP-14 ⟂ PP-43 (both cue the liver by its two jobs — the MCQ and the typed word; added by the 8 Oct non-author review); PP-43 ⟂ PP-49 ⟂ PP-50 (the cake's "other juice is the pancreas", the nachos' set and the pork chop's "liver's juice and the pancreas's juices" each print the pair); PP-37 ⟂ PP-49 (the quesadilla's PAIR4 key is the multi-select's set); PP-24 ⟂ PP-32 (the stomach's own juices; the liver's other job — both name the organ that makes which juice); PP-45 ⟂ PP-46 (the fried onion rings' typed "liver" sits beside the mac-and-cheese reason that names the liver's juice); PP-15 ⟂ PP-16 (the coloured liver drawing and "where does the liver sit" — one gives the other its position); PP-19 ⟂ PP-20 (the coloured pancreas drawing and "which organ is in front of it"). No reason is printed in a stem.

Design-move inventory (move · scene kind · nearest earlier item)

Every bank item's move was written first and read against the quizzes, the attached questions, the practice set and the lessons' own cases. Moves the atoms force to repeat (the stomach squeezes and mixes; the intestines take the useful parts into the blood; the liver's juice for fat and the clean blood; the pancreas's juices in the intestines; mouth → stomach → intestines) are kept apart by scene KIND — a wrapped food, a bread, a fruit, a fried food, a dessert, a drink, a side dish, a snack — and by the ask (what the organ does / which organ / which is coloured / what the food is like / why / where it sits / where the parts go / what happens to the rest / how they reach a far part / which food needs it most / which pair / which passes through / which sends a juice but never holds food / which order / which set). The ⟂ pairs above are the items sharing a move with a near scene kind.