diff --git a/1figure.csv b/1figure.csv new file mode 100644 index 0000000000000000000000000000000000000000..02d7e7fd02f3080caa5ea374793536892ca7483f --- /dev/null +++ b/1figure.csv @@ -0,0 +1,7 @@ +Question_Number,Exam_Name,subject,Category_Domain,passage_context,Figure_Description,Figure,para1,para2,para3,para4,Question_Text,Options,Answer_label,Correct_Answer_Text +act_sci_001,act,science,physical_science,"A teacher performed a demonstration on forces. She placed a beaker on a digital scale and added water until the combined weight (the force of gravity on an object) of the beaker and water was 10.00 newtons (N). She then covered the display panel and held a solid steel rod at rest, partially submerged in the water such that it was not in contact with the beaker (see Figure 1).","The teacher then asked her students, ""The rod has a weight of 5.00 N. How much of that weight is supported by my hand, and how much force is exerted on the scale?"" Four students responded.",images/act_sci_001_43_0.jpg,"## Student 1 The rod displaces some water, producing 2 simultaneous effects: An upward buoyant force, B , is exerted on the rod. Regardless of the rod's density, B is equal in magnitude to the weight of the water that is displaced. The depth of the water increases, which causes the water pressure at the bottom of the beaker to increase. As a result, a downward force- equal in magnitude to B is exerted on the bottom of the beaker. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is equal to (10.00 N) + B .","## Student 2 Student 2Student 1 is correct that B is exerted on the rod and that water depth increases. However, depth has no effect on water pressure. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is 10.00 N .","## Student 3 Student 3Student 1 is correct that B is exerted on the rod and that water depth increases. However, the rod is less dense than water, so B is equal in magnitude to the weight of the rod. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 0.00 N , and the force exerted on the scale is 15.00 N .","## Student 4 Student 4Student 1 is correct that water depth increases. However, the rod is denser than water, so B is zero. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 5.00 N , and the force exerted on the scale is 10.00 N .","Which student would be most likely to agree that while the rod was partially submerged, the scale was supporting the entire weight of the rod?","{'A': 'Student 1', 'B': 'Student 2', 'C': 'Student 3', 'D': 'Student 4'}",C,Student 3 +act_sci_002,act,science,physical_science,"A teacher performed a demonstration on forces. She placed a beaker on a digital scale and added water until the combined weight (the force of gravity on an object) of the beaker and water was 10.00 newtons (N). She then covered the display panel and held a solid steel rod at rest, partially submerged in the water such that it was not in contact with the beaker (see Figure 1).","The teacher then asked her students, ""The rod has a weight of 5.00 N. How much of that weight is supported by my hand, and how much force is exerted on the scale?"" Four students responded.",images/act_sci_002_43_0.jpg,"## Student 1 The rod displaces some water, producing 2 simultaneous effects: An upward buoyant force, B , is exerted on the rod. Regardless of the rod's density, B is equal in magnitude to the weight of the water that is displaced. The depth of the water increases, which causes the water pressure at the bottom of the beaker to increase. As a result, a downward force- equal in magnitude to B is exerted on the bottom of the beaker. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is equal to (10.00 N) + B .","## Student 2 Student 2Student 1 is correct that B is exerted on the rod and that water depth increases. However, depth has no effect on water pressure. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is 10.00 N .","## Student 3 Student 3Student 1 is correct that B is exerted on the rod and that water depth increases. However, the rod is less dense than water, so B is equal in magnitude to the weight of the rod. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 0.00 N , and the force exerted on the scale is 15.00 N .","## Student 4 Student 4Student 1 is correct that water depth increases. However, the rod is denser than water, so B is zero. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 5.00 N , and the force exerted on the scale is 10.00 N .","Within a fluid, pressure increases as depth increases. This fact weakens the response(s) given by which student(s)?","{'A': 'Student 1 only', 'B': 'Students 1 and 2 only', 'C': 'Students 3 and 4 only', 'D': 'Students 2, 3, and 4 only'}",D,"Students 2, 3, and 4 only" +act_sci_003,act,science,physical_science,"A teacher performed a demonstration on forces. She placed a beaker on a digital scale and added water until the combined weight (the force of gravity on an object) of the beaker and water was 10.00 newtons (N). She then covered the display panel and held a solid steel rod at rest, partially submerged in the water such that it was not in contact with the beaker (see Figure 1).","The teacher then asked her students, ""The rod has a weight of 5.00 N. How much of that weight is supported by my hand, and how much force is exerted on the scale?"" Four students responded.",images/act_sci_003_43_0.jpg,"## Student 1 The rod displaces some water, producing 2 simultaneous effects: An upward buoyant force, B , is exerted on the rod. Regardless of the rod's density, B is equal in magnitude to the weight of the water that is displaced. The depth of the water increases, which causes the water pressure at the bottom of the beaker to increase. As a result, a downward force- equal in magnitude to B is exerted on the bottom of the beaker. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is equal to (10.00 N) + B .","## Student 2 Student 2Student 1 is correct that B is exerted on the rod and that water depth increases. However, depth has no effect on water pressure. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is 10.00 N .","## Student 3 Student 3Student 1 is correct that B is exerted on the rod and that water depth increases. However, the rod is less dense than water, so B is equal in magnitude to the weight of the rod. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 0.00 N , and the force exerted on the scale is 15.00 N .","## Student 4 Student 4Student 1 is correct that water depth increases. However, the rod is denser than water, so B is zero. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 5.00 N , and the force exerted on the scale is 10.00 N .","Suppose that it were determined that the magnitude of B was 1.37N . Based on Student 2's argument, how much weight would the teacher's hand have been supporting?","{'A': '$1.37\\mathrm{N}$', 'B': '$3.63\\mathrm{N}$', 'C': '$5.00\\mathrm{N}$', 'D': '$6.37\\mathrm{N}$'}",B,3.63N +act_sci_004,act,science,physical_science,"A teacher performed a demonstration on forces. She placed a beaker on a digital scale and added water until the combined weight (the force of gravity on an object) of the beaker and water was 10.00 newtons (N). She then covered the display panel and held a solid steel rod at rest, partially submerged in the water such that it was not in contact with the beaker (see Figure 1).","The teacher then asked her students, ""The rod has a weight of 5.00 N. How much of that weight is supported by my hand, and how much force is exerted on the scale?"" Four students responded.",images/act_sci_004_43_0.jpg,"## Student 1 The rod displaces some water, producing 2 simultaneous effects: An upward buoyant force, B , is exerted on the rod. Regardless of the rod's density, B is equal in magnitude to the weight of the water that is displaced. The depth of the water increases, which causes the water pressure at the bottom of the beaker to increase. As a result, a downward force- equal in magnitude to B is exerted on the bottom of the beaker. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is equal to (10.00 N) + B .","## Student 2 Student 2Student 1 is correct that B is exerted on the rod and that water depth increases. However, depth has no effect on water pressure. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is 10.00 N .","## Student 3 Student 3Student 1 is correct that B is exerted on the rod and that water depth increases. However, the rod is less dense than water, so B is equal in magnitude to the weight of the rod. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 0.00 N , and the force exerted on the scale is 15.00 N .","## Student 4 Student 4Student 1 is correct that water depth increases. However, the rod is denser than water, so B is zero. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 5.00 N , and the force exerted on the scale is 10.00 N .","Suppose that the teacher had held the rod above the water such that no portion of the rod was ever submerged. Based on Student 1's response, how much weight would the teacher's hand have been supporting, 0.00N or 5.00N ?","{'A': ""$0.00\\mathrm{N}$ ; the teacher's hand would not have been supporting any weight, because the buoyant force would have been $5.00\\mathrm{N}$ ."", 'B': ""$0.00\\mathrm{N}$ ; the teacher's hand would not have been supporting any weight, because the buoyant force would have been zero."", 'C': ""$5.00\\mathrm{N}$ ; the teacher's hand would have been supporting the entire weight of the rod, because the buoyant force would have been $5.00\\mathrm{N}$ ."", 'D': ""$5.00\\mathrm{N}$ ; the teacher's hand would have been supporting the entire weight of the rod, because the buoyant force would have been zero.""}",D,"5.00N ; the teacher's hand would have been supporting the entire weight of the rod, because the buoyant force would have been zero." +act_sci_005,act,science,physical_science,"A teacher performed a demonstration on forces. She placed a beaker on a digital scale and added water until the combined weight (the force of gravity on an object) of the beaker and water was 10.00 newtons (N). She then covered the display panel and held a solid steel rod at rest, partially submerged in the water such that it was not in contact with the beaker (see Figure 1).","The teacher then asked her students, ""The rod has a weight of 5.00 N. How much of that weight is supported by my hand, and how much force is exerted on the scale?"" Four students responded.",images/act_sci_005_43_0.jpg,"## Student 1 The rod displaces some water, producing 2 simultaneous effects: An upward buoyant force, B , is exerted on the rod. Regardless of the rod's density, B is equal in magnitude to the weight of the water that is displaced. The depth of the water increases, which causes the water pressure at the bottom of the beaker to increase. As a result, a downward force- equal in magnitude to B is exerted on the bottom of the beaker. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is equal to (10.00 N) + B .","## Student 2 Student 2Student 1 is correct that B is exerted on the rod and that water depth increases. However, depth has no effect on water pressure. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is 10.00 N .","## Student 3 Student 3Student 1 is correct that B is exerted on the rod and that water depth increases. However, the rod is less dense than water, so B is equal in magnitude to the weight of the rod. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 0.00 N , and the force exerted on the scale is 15.00 N .","## Student 4 Student 4Student 1 is correct that water depth increases. However, the rod is denser than water, so B is zero. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 5.00 N , and the force exerted on the scale is 10.00 N .","In regard to B , which of the following statements summarizes the responses given by Students 1 and 3?","{'A': 'Student 1 claimed that $B$ is equal in magnitude to the weight of the displaced water, whereas Student 3 claimed that $B$ is equal in magnitude to the weight of the rod.', 'B': 'Student 1 claimed that $B$ is equal in magnitude to the weight of the rod, whereas Student 3 claimed that $B$ is equal in magnitude to the weight of the displaced water.', 'C': 'Students 1 and 3 both claimed that $B$ is equal in magnitude to the weight of the displaced water.', 'D': 'Students 1 and 3 both claimed that $B$ is equal in magnitude to the height of the rod.'}",A,"Student 1 claimed that B is equal in magnitude to the weight of the displaced water, whereas Student 3 claimed that B is equal in magnitude to the weight of the rod." +act_sci_006,act,science,physical_science,"A teacher performed a demonstration on forces. She placed a beaker on a digital scale and added water until the combined weight (the force of gravity on an object) of the beaker and water was 10.00 newtons (N). She then covered the display panel and held a solid steel rod at rest, partially submerged in the water such that it was not in contact with the beaker (see Figure 1).","The teacher then asked her students, ""The rod has a weight of 5.00 N. How much of that weight is supported by my hand, and how much force is exerted on the scale?"" Four students responded.",images/act_sci_006_43_0.jpg,"## Student 1 The rod displaces some water, producing 2 simultaneous effects: An upward buoyant force, B , is exerted on the rod. Regardless of the rod's density, B is equal in magnitude to the weight of the water that is displaced. The depth of the water increases, which causes the water pressure at the bottom of the beaker to increase. As a result, a downward force- equal in magnitude to B is exerted on the bottom of the beaker. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is equal to (10.00 N) + B .","## Student 2 Student 2Student 1 is correct that B is exerted on the rod and that water depth increases. However, depth has no effect on water pressure. Therefore, the teacher's hand is supporting a weight equal to (5.00 N) - B , and the force exerted on the scale is 10.00 N .","## Student 3 Student 3Student 1 is correct that B is exerted on the rod and that water depth increases. However, the rod is less dense than water, so B is equal in magnitude to the weight of the rod. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 0.00 N , and the force exerted on the scale is 15.00 N .","## Student 4 Student 4Student 1 is correct that water depth increases. However, the rod is denser than water, so B is zero. Further, Student 2 is correct that depth has no effect on water pressure. Therefore, the teacher's hand is supporting 5.00 N , and the force exerted on the scale is 10.00 N .","Consider the ""before"" portion of Figure 1, and assume that the scale was on a lab bench. If the scale itself had a weight of 45.80N , what total force must the lab bench have been exerting on the underside of the scale?","{'A': '$35.80\\mathrm{N}$', 'B': '$40.80\\mathrm{N}$', 'C': '$50.80\\mathrm{N}$', 'D': '$55.80\\mathrm{N}$'}",D,55.80N diff --git a/1table.csv b/1table.csv new file mode 100644 index 0000000000000000000000000000000000000000..15f2d1c4f154abcfdd221e868a45aac78d8f5c37 --- /dev/null +++ b/1table.csv @@ -0,0 +1,97 @@ +Question_Number,Exam_Name,subject,Category_Domain,passage_context,Table_1_Description,Table_1_Data,Question_Text,Options,Answer_label,Correct_Answer_Text +act_sci_001,act,science,life_science,"Antioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA). Scientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.","The scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C. + +Jars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.","[ +[""Table 1""], +[""Pectin type"", ""Pectinconcentration (% by mass)"", ""TMA concentration (mg/100 g of jam)at a storage time of:""], +[""1 day"", ""1 month"", ""3 months"", ""6 months""], +[""X"", ""0.3"", ""32"", ""27"", ""24"", ""17""], +[""0.7"", ""34"", ""31"", ""27"", ""20""], +[""1.0"", ""37"", ""34"", ""30"", ""22""], +[""Y"", ""0.3"", ""36"", ""31"", ""28"", ""21""], +[""0.7"", ""39"", ""37"", ""32"", ""26""], +[""1.0"", ""41"", ""39"", ""34"", ""28""], +[""Z"", ""0.3"", ""23"", ""19"", ""15"", ""10""], +[""0.7"", ""26"", ""22"", ""20"", ""13""], +[""1.0"", ""28"", ""25"", ""20"", ""15""] +]","For the batch of jam prepared with 1.0% Pectin Z by mass, as storage time increased, the TMA concentration:","{'A': 'increased only.', 'B': 'decreased only.', 'C': 'increased and then decreased.', 'D': 'decreased and then increased.'}",B,decreased only. +act_sci_002,act,science,life_science,"Antioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA). Scientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.","The scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C. + +Jars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.","[ +[""Table 1""], +[""Pectin type"", ""Pectinconcentration (% by mass)"", ""TMA concentration (mg/100 g of jam)at a storage time of:""], +[""1 day"", ""1 month"", ""3 months"", ""6 months""], +[""X"", ""0.3"", ""32"", ""27"", ""24"", ""17""], +[""0.7"", ""34"", ""31"", ""27"", ""20""], +[""1.0"", ""37"", ""34"", ""30"", ""22""], +[""Y"", ""0.3"", ""36"", ""31"", ""28"", ""21""], +[""0.7"", ""39"", ""37"", ""32"", ""26""], +[""1.0"", ""41"", ""39"", ""34"", ""28""], +[""Z"", ""0.3"", ""23"", ""19"", ""15"", ""10""], +[""0.7"", ""26"", ""22"", ""20"", ""13""], +[""1.0"", ""28"", ""25"", ""20"", ""15""] +]","Suppose the scientists had also prepared a batch of jam using 0.5% Pectin Y. Based on the results of the experiment, at a storage time of 3 months, the TMA concentration would most likely have been between:","{'A': '$21\\mathrm{mg / 100g}$ and $26\\mathrm{mg / 100g}$', 'B': '$26\\mathrm{mg / 100g}$ and $28\\mathrm{mg / 100g}$', 'C': '$28\\mathrm{mg / 100g}$ and $32\\mathrm{mg / 100g}$', 'D': '$32\\mathrm{mg / 100g}$ and $34\\mathrm{mg / 100g}$'}",C,28mg / 100g and 32mg / 100g +act_sci_003,act,science,life_science,"Antioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA). Scientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.","The scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C. + +Jars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.","[ +[""Table 1""], +[""Pectin type"", ""Pectinconcentration (% by mass)"", ""TMA concentration (mg/100 g of jam)at a storage time of:""], +[""1 day"", ""1 month"", ""3 months"", ""6 months""], +[""X"", ""0.3"", ""32"", ""27"", ""24"", ""17""], +[""0.7"", ""34"", ""31"", ""27"", ""20""], +[""1.0"", ""37"", ""34"", ""30"", ""22""], +[""Y"", ""0.3"", ""36"", ""31"", ""28"", ""21""], +[""0.7"", ""39"", ""37"", ""32"", ""26""], +[""1.0"", ""41"", ""39"", ""34"", ""28""], +[""Z"", ""0.3"", ""23"", ""19"", ""15"", ""10""], +[""0.7"", ""26"", ""22"", ""20"", ""13""], +[""1.0"", ""28"", ""25"", ""20"", ""15""] +]",Which of the following variables was not an independent variable in the experiment?,"{'A': 'Pectin concentration', 'B': 'Storage time', 'C': 'TMA concentration', 'D': 'Type of pectin'}",C,TMA concentration +act_sci_004,act,science,life_science,"Antioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA). Scientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.","The scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C. + +Jars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.","[ +[""Table 1""], +[""Pectin type"", ""Pectinconcentration (% by mass)"", ""TMA concentration (mg/100 g of jam)at a storage time of:""], +[""1 day"", ""1 month"", ""3 months"", ""6 months""], +[""X"", ""0.3"", ""32"", ""27"", ""24"", ""17""], +[""0.7"", ""34"", ""31"", ""27"", ""20""], +[""1.0"", ""37"", ""34"", ""30"", ""22""], +[""Y"", ""0.3"", ""36"", ""31"", ""28"", ""21""], +[""0.7"", ""39"", ""37"", ""32"", ""26""], +[""1.0"", ""41"", ""39"", ""34"", ""28""], +[""Z"", ""0.3"", ""23"", ""19"", ""15"", ""10""], +[""0.7"", ""26"", ""22"", ""20"", ""13""], +[""1.0"", ""28"", ""25"", ""20"", ""15""] +]","Suppose that the experiment had been repeated, except that the jars had been stored at 30^{°}C. Would the TMA concentrations in this new experiment more likely have been less than or greater than the corresponding TMA concentrations listed in Table 1? The TMA concentrations in the new experiment would most likely have been:","{'A': 'less, because more TMA would have broken down at the higher temperature.', 'B': 'less, because more TMA would have broken down at the lower temperature.', 'C': 'greater, because less TMA would have broken down at the higher temperature.', 'D': 'greater, because less TMA would have broken down at the lower temperature.'}",A,"less, because more TMA would have broken down at the higher temperature." +act_sci_005,act,science,life_science,"Antioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA). Scientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.","The scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C. + +Jars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.","[ +[""Table 1""], +[""Pectin type"", ""Pectinconcentration (% by mass)"", ""TMA concentration (mg/100 g of jam)at a storage time of:""], +[""1 day"", ""1 month"", ""3 months"", ""6 months""], +[""X"", ""0.3"", ""32"", ""27"", ""24"", ""17""], +[""0.7"", ""34"", ""31"", ""27"", ""20""], +[""1.0"", ""37"", ""34"", ""30"", ""22""], +[""Y"", ""0.3"", ""36"", ""31"", ""28"", ""21""], +[""0.7"", ""39"", ""37"", ""32"", ""26""], +[""1.0"", ""41"", ""39"", ""34"", ""28""], +[""Z"", ""0.3"", ""23"", ""19"", ""15"", ""10""], +[""0.7"", ""26"", ""22"", ""20"", ""13""], +[""1.0"", ""28"", ""25"", ""20"", ""15""] +]","Assume that, in the recipe the scientists used, 100g of jam was produced for every 70g of blackberries. If no TMA broke down as the jam was prepared, what mass of TMA would have been found in 100g of jam before the jars were placed in boiling water?","{'A': '$70\\mathrm{mg}$', 'B': '$140\\mathrm{mg}$', 'C': '$200\\mathrm{mg}$', 'D': '$280\\mathrm{mg}$'}",B,140mg +act_sci_006,act,science,life_science,"Antioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA). Scientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.","The scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C. + +Jars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.","[ +[""Table 1""], +[""Pectin type"", ""Pectinconcentration (% by mass)"", ""TMA concentration (mg/100 g of jam)at a storage time of:""], +[""1 day"", ""1 month"", ""3 months"", ""6 months""], +[""X"", ""0.3"", ""32"", ""27"", ""24"", ""17""], +[""0.7"", ""34"", ""31"", ""27"", ""20""], +[""1.0"", ""37"", ""34"", ""30"", ""22""], +[""Y"", ""0.3"", ""36"", ""31"", ""28"", ""21""], +[""0.7"", ""39"", ""37"", ""32"", ""26""], +[""1.0"", ""41"", ""39"", ""34"", ""28""], +[""Z"", ""0.3"", ""23"", ""19"", ""15"", ""10""], +[""0.7"", ""26"", ""22"", ""20"", ""13""], +[""1.0"", ""28"", ""25"", ""20"", ""15""] +]",A total of how many jars were prepared in the experiment?,"{'A': '12', 'B': '36', 'C': '48', 'D': '54'}",D,54 diff --git a/2fig.csv b/2fig.csv new file mode 100644 index 0000000000000000000000000000000000000000..6c0b1de62fc7655bbe82a17ea9a328e567610653 --- /dev/null +++ b/2fig.csv @@ -0,0 +1,6 @@ +Question_Number,Exam_Name,subject,Category_Domain,passage_context,Figure_1,Figure_2,Question_Text,Options,Answer_label,Correct_Answer_Text +act_sci_001,act,science,life_science,"A computer simulation was run to study genetic drift (random fluctuations in allele frequencies) over several generations of 8 populations (P1- P8) of amoebas that reproduce asexually. Each amoeba in the initial generation (G0) of each population was homozygous for 1 of the alleles, Allele A or Allele B, of a specific gene. Each of 6 subsequent generations (G1- G6) was produced by randomly choosing half of the amoebas from the previous generation to reproduce. Figure 1 shows the frequency of Allele A in G0- G6 for each of P1- P4; Figure 2 shows the same for each of P5- P8. There were 10,000 amoebas in G0 of each of P1- P4; there were 12 amoebas in G0 of each of P5- P8.",images/act_sci_001_47_0.jpg,images/act_sci_001_47_1.jpg,Allele A and Allele B can best be described as:,"{'A': 'different versions of the same gene.', 'B': 'different versions of different genes.', 'C': 'identical versions of the same gene.', 'D': 'identical versions of different genes.'}",A,different versions of the same gene. +act_sci_002,act,science,life_science,"A computer simulation was run to study genetic drift (random fluctuations in allele frequencies) over several generations of 8 populations (P1- P8) of amoebas that reproduce asexually. Each amoeba in the initial generation (G0) of each population was homozygous for 1 of the alleles, Allele A or Allele B, of a specific gene. Each of 6 subsequent generations (G1- G6) was produced by randomly choosing half of the amoebas from the previous generation to reproduce. Figure 1 shows the frequency of Allele A in G0- G6 for each of P1- P4; Figure 2 shows the same for each of P5- P8. There were 10,000 amoebas in G0 of each of P1- P4; there were 12 amoebas in G0 of each of P5- P8.",images/act_sci_002_47_0.jpg,images/act_sci_002_47_1.jpg,"Suppose that another population of amoebas with an initial Allele A frequency of 0.5 and an initial size of 10,000 had been included in the computer simulation. Based on Figure 1, the frequency of Allele B in G2 for that population would most likely have been closest to which of the following?","{'A': '0.0', 'B': '0.5', 'C': '0.8', 'D': '1.0'}",B,0.5 +act_sci_003,act,science,life_science,"A computer simulation was run to study genetic drift (random fluctuations in allele frequencies) over several generations of 8 populations (P1- P8) of amoebas that reproduce asexually. Each amoeba in the initial generation (G0) of each population was homozygous for 1 of the alleles, Allele A or Allele B, of a specific gene. Each of 6 subsequent generations (G1- G6) was produced by randomly choosing half of the amoebas from the previous generation to reproduce. Figure 1 shows the frequency of Allele A in G0- G6 for each of P1- P4; Figure 2 shows the same for each of P5- P8. There were 10,000 amoebas in G0 of each of P1- P4; there were 12 amoebas in G0 of each of P5- P8.",images/act_sci_003_47_0.jpg,images/act_sci_003_47_1.jpg,"According to Figure 2, Allele B was absent from which of P5-P8 in G2?","{'A': 'P5', 'B': 'P6', 'C': 'P7', 'D': 'P8'}",A,P5 +act_sci_004,act,science,life_science,"A computer simulation was run to study genetic drift (random fluctuations in allele frequencies) over several generations of 8 populations (P1- P8) of amoebas that reproduce asexually. Each amoeba in the initial generation (G0) of each population was homozygous for 1 of the alleles, Allele A or Allele B, of a specific gene. Each of 6 subsequent generations (G1- G6) was produced by randomly choosing half of the amoebas from the previous generation to reproduce. Figure 1 shows the frequency of Allele A in G0- G6 for each of P1- P4; Figure 2 shows the same for each of P5- P8. There were 10,000 amoebas in G0 of each of P1- P4; there were 12 amoebas in G0 of each of P5- P8.",images/act_sci_004_47_0.jpg,images/act_sci_004_47_1.jpg,"Based on Figures 1 and 2, is the effect of genetic drift on allele frequency greater in a relatively large population or in a relatively small population?","{'A': 'Relatively large; each of P1-P4 experienced greater fluctuations in the frequency of Allele A than did each of P5-P8.', 'B': 'Relatively large; each of P5-P8 experienced greater fluctuations in the frequency of Allele A than did each of P1-P4.', 'C': 'Relatively small; each of P1-P4 experienced greater fluctuations in the frequency of Allele A than did each of P5-P8.', 'D': 'Relatively small; each of P5-P8 experienced greater fluctuations in the frequency of Allele A than did each of P1-P4.'}",D,Relatively small; each of P5-P8 experienced greater fluctuations in the frequency of Allele A than did each of P1-P4. +act_sci_005,act,science,life_science,"A computer simulation was run to study genetic drift (random fluctuations in allele frequencies) over several generations of 8 populations (P1- P8) of amoebas that reproduce asexually. Each amoeba in the initial generation (G0) of each population was homozygous for 1 of the alleles, Allele A or Allele B, of a specific gene. Each of 6 subsequent generations (G1- G6) was produced by randomly choosing half of the amoebas from the previous generation to reproduce. Figure 1 shows the frequency of Allele A in G0- G6 for each of P1- P4; Figure 2 shows the same for each of P5- P8. There were 10,000 amoebas in G0 of each of P1- P4; there were 12 amoebas in G0 of each of P5- P8.",images/act_sci_005_47_0.jpg,images/act_sci_005_47_1.jpg,"Based on Figure 1, in the initial generation of each of P1-P4, how many amoebas had the genotype AA, and how many amoebas had the genotype BB?","{'A': 'Amoebas with genotype AA: 5,000 Amoebas with genotype BB: 5,000', 'B': 'Amoebas with genotype AA: 5,000 Amoebas with genotype B: 10,000', 'C': 'Amoebas with genotype AA: 10,000 Amoebas with genotype BB: 5,000', 'D': 'Amoebas with genotype AA: 10,000 Amoebas with genotype B: 10,000'}",A,"Amoebas with genotype AA: 5,000 Amoebas with genotype BB: 5,000" diff --git a/2table.csv b/2table.csv new file mode 100644 index 0000000000000000000000000000000000000000..3df463d3446569f2742df56d147ba7a1ac07bd65 --- /dev/null +++ b/2table.csv @@ -0,0 +1,91 @@ +Question_Number,Exam_Name,subject,Category_Domain,passage_context,Table_1_Description,Table_1_Data,Table_2_Description,Table_2_Data,Question_Text,Options,Answer_label,Correct_Answer_Text +act_sci_001,act,science,earth_environmental,Scientists conducted a study to examine how sunlight intensity (the percent of maximum possible sunlight) affects seedling growth and survival.,"Seeds were collected from a certain species of plant growing in a temperate grassland. The seeds were planted and grown in identical conditions for 2 months. Then 800 similar-sized seedlings were selected, and each was transplanted into its own pot. All the pots were identical and contained the same amount of a particular soil. The pots were equally divided into 4 groups (Groups 1-4), and then all the groups of pots were placed next to each other in the temperate grassland. In 3 of the groups, all the pots in a group were covered by the same number of layers of a plastic mesh to reduce sunlight intensity. The number of layers was different for each of those 3 groups.","[ +[""Table 1""], +[""Group"", ""Sunlight intensity""], +[""1"", ""10%""], +[""2"", ""25%""], +[""3"", ""50%""], +[""4"", ""100%""] +]","The seedlings were then grown for the next 10 weeks, during which all the pots were watered daily with the same amount of water. At 10 weeks, the surviving plants were harvested, and the average dry mass of the plants in each group was determined. The seedlings that did not survive were counted, and the seedling mortality (the percent of seedlings that did not survive to 10 weeks) was also determined for each group.","[ +[""Table 2""], +[""Group"", ""Average dry mass (g)"", ""Seedling mortality (%)""], +[""1"", ""0.18"", ""8""], +[""2"", ""0.58"", ""3""], +[""3"", ""0.80"", ""2""], +[""4"", ""0.57"", ""6""] +]",Which of the following pie charts best represents the seedling mortality results for Group 4?,"{'A': 'F', 'B': 'G', 'C': 'H', 'D': 'J'}",A,F +act_sci_002,act,science,earth_environmental,Scientists conducted a study to examine how sunlight intensity (the percent of maximum possible sunlight) affects seedling growth and survival.,"Seeds were collected from a certain species of plant growing in a temperate grassland. The seeds were planted and grown in identical conditions for 2 months. Then 800 similar-sized seedlings were selected, and each was transplanted into its own pot. All the pots were identical and contained the same amount of a particular soil. The pots were equally divided into 4 groups (Groups 1-4), and then all the groups of pots were placed next to each other in the temperate grassland. In 3 of the groups, all the pots in a group were covered by the same number of layers of a plastic mesh to reduce sunlight intensity. The number of layers was different for each of those 3 groups.","[ +[""Table 1""], +[""Group"", ""Sunlight intensity""], +[""1"", ""10%""], +[""2"", ""25%""], +[""3"", ""50%""], +[""4"", ""100%""] +]","The seedlings were then grown for the next 10 weeks, during which all the pots were watered daily with the same amount of water. At 10 weeks, the surviving plants were harvested, and the average dry mass of the plants in each group was determined. The seedlings that did not survive were counted, and the seedling mortality (the percent of seedlings that did not survive to 10 weeks) was also determined for each group.","[ +[""Table 2""], +[""Group"", ""Average dry mass (g)"", ""Seedling mortality (%)""], +[""1"", ""0.18"", ""8""], +[""2"", ""0.58"", ""3""], +[""3"", ""0.80"", ""2""], +[""4"", ""0.57"", ""6""] +]",The pots in which group were most likely covered by the greatest number of layers of the plastic mesh?,"{'A': 'Group 1', 'B': 'Group 2', 'C': 'Group 3', 'D': 'Group 4'}",A,Group 1 +act_sci_003,act,science,earth_environmental,Scientists conducted a study to examine how sunlight intensity (the percent of maximum possible sunlight) affects seedling growth and survival.,"Seeds were collected from a certain species of plant growing in a temperate grassland. The seeds were planted and grown in identical conditions for 2 months. Then 800 similar-sized seedlings were selected, and each was transplanted into its own pot. All the pots were identical and contained the same amount of a particular soil. The pots were equally divided into 4 groups (Groups 1-4), and then all the groups of pots were placed next to each other in the temperate grassland. In 3 of the groups, all the pots in a group were covered by the same number of layers of a plastic mesh to reduce sunlight intensity. The number of layers was different for each of those 3 groups.","[ +[""Table 1""], +[""Group"", ""Sunlight intensity""], +[""1"", ""10%""], +[""2"", ""25%""], +[""3"", ""50%""], +[""4"", ""100%""] +]","The seedlings were then grown for the next 10 weeks, during which all the pots were watered daily with the same amount of water. At 10 weeks, the surviving plants were harvested, and the average dry mass of the plants in each group was determined. The seedlings that did not survive were counted, and the seedling mortality (the percent of seedlings that did not survive to 10 weeks) was also determined for each group.","[ +[""Table 2""], +[""Group"", ""Average dry mass (g)"", ""Seedling mortality (%)""], +[""1"", ""0.18"", ""8""], +[""2"", ""0.58"", ""3""], +[""3"", ""0.80"", ""2""], +[""4"", ""0.57"", ""6""] +]","Based on the results of the study, approximately what percent of the seedlings that received a sunlight intensity of 10% survived to 10 weeks?","{'A': '$8\\%$', 'B': '$18\\%$', 'C': '$92\\%$', 'D': 'Cannot be determined from the given information'}",C,92% +act_sci_004,act,science,earth_environmental,Scientists conducted a study to examine how sunlight intensity (the percent of maximum possible sunlight) affects seedling growth and survival.,"Seeds were collected from a certain species of plant growing in a temperate grassland. The seeds were planted and grown in identical conditions for 2 months. Then 800 similar-sized seedlings were selected, and each was transplanted into its own pot. All the pots were identical and contained the same amount of a particular soil. The pots were equally divided into 4 groups (Groups 1-4), and then all the groups of pots were placed next to each other in the temperate grassland. In 3 of the groups, all the pots in a group were covered by the same number of layers of a plastic mesh to reduce sunlight intensity. The number of layers was different for each of those 3 groups.","[ +[""Table 1""], +[""Group"", ""Sunlight intensity""], +[""1"", ""10%""], +[""2"", ""25%""], +[""3"", ""50%""], +[""4"", ""100%""] +]","The seedlings were then grown for the next 10 weeks, during which all the pots were watered daily with the same amount of water. At 10 weeks, the surviving plants were harvested, and the average dry mass of the plants in each group was determined. The seedlings that did not survive were counted, and the seedling mortality (the percent of seedlings that did not survive to 10 weeks) was also determined for each group.","[ +[""Table 2""], +[""Group"", ""Average dry mass (g)"", ""Seedling mortality (%)""], +[""1"", ""0.18"", ""8""], +[""2"", ""0.58"", ""3""], +[""3"", ""0.80"", ""2""], +[""4"", ""0.57"", ""6""] +]","Suppose that as the plant dry mass increases, the leaf area ratio (a measure of the leaf area per gram of plant mass) decreases. Based on the results of the study, the plants in which group most likely had the lowest leaf area ratio?","{'A': 'Group 1', 'B': 'Group 2', 'C': 'Group 3', 'D': 'Group 4'}",C,Group 3 +act_sci_005,act,science,earth_environmental,Scientists conducted a study to examine how sunlight intensity (the percent of maximum possible sunlight) affects seedling growth and survival.,"Seeds were collected from a certain species of plant growing in a temperate grassland. The seeds were planted and grown in identical conditions for 2 months. Then 800 similar-sized seedlings were selected, and each was transplanted into its own pot. All the pots were identical and contained the same amount of a particular soil. The pots were equally divided into 4 groups (Groups 1-4), and then all the groups of pots were placed next to each other in the temperate grassland. In 3 of the groups, all the pots in a group were covered by the same number of layers of a plastic mesh to reduce sunlight intensity. The number of layers was different for each of those 3 groups.","[ +[""Table 1""], +[""Group"", ""Sunlight intensity""], +[""1"", ""10%""], +[""2"", ""25%""], +[""3"", ""50%""], +[""4"", ""100%""] +]","The seedlings were then grown for the next 10 weeks, during which all the pots were watered daily with the same amount of water. At 10 weeks, the surviving plants were harvested, and the average dry mass of the plants in each group was determined. The seedlings that did not survive were counted, and the seedling mortality (the percent of seedlings that did not survive to 10 weeks) was also determined for each group.","[ +[""Table 2""], +[""Group"", ""Average dry mass (g)"", ""Seedling mortality (%)""], +[""1"", ""0.18"", ""8""], +[""2"", ""0.58"", ""3""], +[""3"", ""0.80"", ""2""], +[""4"", ""0.57"", ""6""] +]",The effect of what abiotic factor was examined in the study?,"{'A': 'Average dry mass', 'B': 'Average precipitation', 'C': 'Seedling mortality', 'D': 'Sunlight intensity'}",D,Sunlight intensity +act_sci_006,act,science,earth_environmental,Scientists conducted a study to examine how sunlight intensity (the percent of maximum possible sunlight) affects seedling growth and survival.,"Seeds were collected from a certain species of plant growing in a temperate grassland. The seeds were planted and grown in identical conditions for 2 months. Then 800 similar-sized seedlings were selected, and each was transplanted into its own pot. All the pots were identical and contained the same amount of a particular soil. The pots were equally divided into 4 groups (Groups 1-4), and then all the groups of pots were placed next to each other in the temperate grassland. In 3 of the groups, all the pots in a group were covered by the same number of layers of a plastic mesh to reduce sunlight intensity. The number of layers was different for each of those 3 groups.","[ +[""Table 1""], +[""Group"", ""Sunlight intensity""], +[""1"", ""10%""], +[""2"", ""25%""], +[""3"", ""50%""], +[""4"", ""100%""] +]","The seedlings were then grown for the next 10 weeks, during which all the pots were watered daily with the same amount of water. At 10 weeks, the surviving plants were harvested, and the average dry mass of the plants in each group was determined. The seedlings that did not survive were counted, and the seedling mortality (the percent of seedlings that did not survive to 10 weeks) was also determined for each group.","[ +[""Table 2""], +[""Group"", ""Average dry mass (g)"", ""Seedling mortality (%)""], +[""1"", ""0.18"", ""8""], +[""2"", ""0.58"", ""3""], +[""3"", ""0.80"", ""2""], +[""4"", ""0.57"", ""6""] +]","Based on the results of the study, what was the dry mass of an individual seedling in Group 2?","{'A': '$0.18\\mathrm{g}$', 'B': '$0.58\\mathrm{g}$', 'C': '$2.7\\mathrm{g}$', 'D': 'Cannot be determined from the given information'}",D,Cannot be determined from the given information diff --git a/3fig.csv b/3fig.csv new file mode 100644 index 0000000000000000000000000000000000000000..cad33465360040a93a885a1e0d2354021fdfb22e --- /dev/null +++ b/3fig.csv @@ -0,0 +1,7 @@ +Question_Number,Exam_Name,subject,Category_Domain,passage_context,Question_Text,figure1,figure2,figure3,Options,Answer_label,Correct_Answer_Text +act_sci_001,act,science,earth_environmental,"Dyes such as Congo red are often found in industrial wastewater and must be removed before the water can be discharged. Scientists performed 3 experiments to determine how much Congo red would be removed from a solution by binding to particles of bentonite (B), which is a type of clay, or to particles of a chemically modified bentonite (MB). In each trial of each experiment, Steps 1- 5 were performed: 1. A 50~mL volume of an aqueous 300~mg / L Congo red solution having a particular pH was placed in each of 2 flasks. A specific mass of B was added to one flask, and the same mass of MB was added to the other flask. 2. The flasks were sealed and shaken at a speed of 200 revolutions per minute for a certain length of time at 25^{°}C . 3. The contents of each flask were filtered to remove all solid material. 4. The concentration of Congo red remaining in the solution from each flask was measured. 5. The percent of Congo red that had been removed (%) CR removed) from the solution was calculated for each flask.","In each trial, the flasks were most likely shaken to:",images/act_sci_001_41_0.jpg,images/act_sci_001_41_1.jpg,images/act_sci_001_41_2.jpg,"{'A': 'increase the concentration of B and of MB in the solution.', 'B': 'decrease the concentration of B and of MB in the solution.', 'C': 'maximize the contact between the Congo red and the particles of B and of MB.', 'D': 'minimize the contact between the Congo red and the particles of B and of MB.'}",C,maximize the contact between the Congo red and the particles of B and of MB. +act_sci_002,act,science,earth_environmental,"Dyes such as Congo red are often found in industrial wastewater and must be removed before the water can be discharged. Scientists performed 3 experiments to determine how much Congo red would be removed from a solution by binding to particles of bentonite (B), which is a type of clay, or to particles of a chemically modified bentonite (MB). In each trial of each experiment, Steps 1- 5 were performed: 1. A 50~mL volume of an aqueous 300~mg / L Congo red solution having a particular pH was placed in each of 2 flasks. A specific mass of B was added to one flask, and the same mass of MB was added to the other flask. 2. The flasks were sealed and shaken at a speed of 200 revolutions per minute for a certain length of time at 25^{°}C . 3. The contents of each flask were filtered to remove all solid material. 4. The concentration of Congo red remaining in the solution from each flask was measured. 5. The percent of Congo red that had been removed (%) CR removed) from the solution was calculated for each flask.","Suppose that, in an additional trial of Experiment 3, a shaking time of 100min had been tested. The % CR removed by MB in this trial would most likely have been between:",images/act_sci_002_41_0.jpg,images/act_sci_002_41_1.jpg,images/act_sci_002_41_2.jpg,"{'A': '$10\\%$ and $20\\%$', 'B': '$20\\%$ and $30\\%$', 'C': '$70\\%$ and $80\\%$', 'D': '$80\\%$ and $90\\%$'}",D,80% and 90% +act_sci_003,act,science,earth_environmental,"Dyes such as Congo red are often found in industrial wastewater and must be removed before the water can be discharged. Scientists performed 3 experiments to determine how much Congo red would be removed from a solution by binding to particles of bentonite (B), which is a type of clay, or to particles of a chemically modified bentonite (MB). In each trial of each experiment, Steps 1- 5 were performed: 1. A 50~mL volume of an aqueous 300~mg / L Congo red solution having a particular pH was placed in each of 2 flasks. A specific mass of B was added to one flask, and the same mass of MB was added to the other flask. 2. The flasks were sealed and shaken at a speed of 200 revolutions per minute for a certain length of time at 25^{°}C . 3. The contents of each flask were filtered to remove all solid material. 4. The concentration of Congo red remaining in the solution from each flask was measured. 5. The percent of Congo red that had been removed (%) CR removed) from the solution was calculated for each flask.","In Experiment 2, the % CR removed by B from the neutral Congo red solution was closest to which of the following?",images/act_sci_003_41_0.jpg,images/act_sci_003_41_1.jpg,images/act_sci_003_41_2.jpg,"{'A': '$10\\%$', 'B': '$20\\%$', 'C': '$90\\%$', 'D': '$100\\%$'}",B,20% +act_sci_004,act,science,earth_environmental,"Dyes such as Congo red are often found in industrial wastewater and must be removed before the water can be discharged. Scientists performed 3 experiments to determine how much Congo red would be removed from a solution by binding to particles of bentonite (B), which is a type of clay, or to particles of a chemically modified bentonite (MB). In each trial of each experiment, Steps 1- 5 were performed: 1. A 50~mL volume of an aqueous 300~mg / L Congo red solution having a particular pH was placed in each of 2 flasks. A specific mass of B was added to one flask, and the same mass of MB was added to the other flask. 2. The flasks were sealed and shaken at a speed of 200 revolutions per minute for a certain length of time at 25^{°}C . 3. The contents of each flask were filtered to remove all solid material. 4. The concentration of Congo red remaining in the solution from each flask was measured. 5. The percent of Congo red that had been removed (%) CR removed) from the solution was calculated for each flask.","Based on the results of Experiments 2 and 3, the % CR removed would likely be greatest for which of the following combinations of pH and shaking time?",images/act_sci_004_41_0.jpg,images/act_sci_004_41_1.jpg,images/act_sci_004_41_2.jpg,"{'A': '$\\mathrm{pH}:5.0$ Shaking time: $60\\mathrm{min}$', 'B': '$\\mathrm{pH}:5.0$ Shaking time: $240\\mathrm{min}$', 'C': '$\\mathrm{pH}:10.0$ Shaking time: $60\\mathrm{min}$', 'D': '$\\mathrm{pH}:10.0$ Shaking time: $240\\mathrm{min}$'}",B,pH:5.0 Shaking time: 240min +act_sci_005,act,science,earth_environmental,"Dyes such as Congo red are often found in industrial wastewater and must be removed before the water can be discharged. Scientists performed 3 experiments to determine how much Congo red would be removed from a solution by binding to particles of bentonite (B), which is a type of clay, or to particles of a chemically modified bentonite (MB). In each trial of each experiment, Steps 1- 5 were performed: 1. A 50~mL volume of an aqueous 300~mg / L Congo red solution having a particular pH was placed in each of 2 flasks. A specific mass of B was added to one flask, and the same mass of MB was added to the other flask. 2. The flasks were sealed and shaken at a speed of 200 revolutions per minute for a certain length of time at 25^{°}C . 3. The contents of each flask were filtered to remove all solid material. 4. The concentration of Congo red remaining in the solution from each flask was measured. 5. The percent of Congo red that had been removed (%) CR removed) from the solution was calculated for each flask.","Based on Figure 2 and additional information in the passage, how many trials were performed in Experiment 2?",images/act_sci_005_41_0.jpg,images/act_sci_005_41_1.jpg,images/act_sci_005_41_2.jpg,"{'A': 'Two; in each trial, the $\\%$ CR removed was determined for either B or MB at each of $6\\mathrm{pH}$ values.', 'B': 'Six; in each trial, the $\\%$ CR removed was determined for both B and MB at $1$ of $6\\mathrm{pH}$ values.', 'C': 'Twelve; in each trial, the $\\%$ CR removed was determined for either B or MB at $1$ of $6\\mathrm{pH}$ values.', 'D': 'Eighteen; in each trial, the $\\%$ CR removed was determined for either B, MB, or Congo red at $1$ of $6\\mathrm{pH}$ values.'}",B,"Six; in each trial, the % CR removed was determined for both B and MB at 1 of 6pH values." +act_sci_006,act,science,earth_environmental,"Dyes such as Congo red are often found in industrial wastewater and must be removed before the water can be discharged. Scientists performed 3 experiments to determine how much Congo red would be removed from a solution by binding to particles of bentonite (B), which is a type of clay, or to particles of a chemically modified bentonite (MB). In each trial of each experiment, Steps 1- 5 were performed: 1. A 50~mL volume of an aqueous 300~mg / L Congo red solution having a particular pH was placed in each of 2 flasks. A specific mass of B was added to one flask, and the same mass of MB was added to the other flask. 2. The flasks were sealed and shaken at a speed of 200 revolutions per minute for a certain length of time at 25^{°}C . 3. The contents of each flask were filtered to remove all solid material. 4. The concentration of Congo red remaining in the solution from each flask was measured. 5. The percent of Congo red that had been removed (%) CR removed) from the solution was calculated for each flask.",Consider the description of Experiment 1 and the % CR removed by MB in the 0.200g trial of Experiment 1. The concentration of Congo red that remained in the solution when the shaking ended was approximately:,images/act_sci_006_41_0.jpg,images/act_sci_006_41_1.jpg,images/act_sci_006_41_2.jpg,"{'A': '$0\\mathrm{mg / L}$', 'B': '$100\\mathrm{mg / L}$', 'C': '$200\\mathrm{mg / L}$', 'D': '$300\\mathrm{mg / L}$'}",A,0mg / L diff --git a/README.md b/README.md index 584e4fd924898fd654e5114731e0396173eec727..d47cc7f9c1f0ae96827448897ce371e6bce638ec 100644 --- a/README.md +++ b/README.md @@ -2,25 +2,104 @@ pretty_name: MCQ (Multi-config) license: mit configs: -- config_name: base +--- +configs: + +# ===== MCQ ===== +- config_name: mcq_main + data_files: + - split: train + path: mcq.csv + +- config_name: mcq_table_1 + data_files: + - split: train + path: mcq_table_1.csv + +- config_name: mcq_table_2 + data_files: + - split: train + path: mcq_table_2.csv + + +# ===== Constructed Response ===== +- config_name: constructed_response_main + data_files: + - split: train + path: constructed_response.csv + +- config_name: constructed_response_2questions + data_files: + - split: train + path: constructed_response_2questions.csv + +- config_name: constructed_response_4questions + data_files: + - split: train + path: constructed_response_4questions.csv + +- config_name: constructed_multiple_with_image + data_files: + - split: train + path: constructed_multiple_questions_with_image.csv + +- config_name: constructed_yes_no_table + data_files: + - split: train + path: constructed_question_yes_no_with_table.csv + +- config_name: single_constructed_with_image + data_files: + - split: train + path: single_constructed_response_with_image.csv + + +# ===== Figure / Table Variants ===== +- config_name: figure_1 + data_files: + - split: train + path: 1figure.csv + +- config_name: figure_2 + data_files: + - split: train + path: 2fig.csv + +- config_name: figure_3 data_files: - split: train - path: "mcq.csv" + path: 3fig.csv - config_name: table_1 data_files: - split: train - path: "mcq_table_1.csv" + path: 1table.csv - config_name: table_2 data_files: - split: train - path: "mcq_table_2.csv" + path: 2table.csv + +- config_name: fig_table + data_files: + - split: train + path: fig_2table.csv + + +# ===== Text Only ===== +- config_name: text_only + data_files: + - split: train + path: text_only.csv +# ===== Metadata (optional) ===== - config_name: metadata data_files: - split: train - path: "metadata.csv" + path: metadata.csv + +--- + --- # MCQ (Multi-config) diff --git a/constructed_multiple_questions_with_image_and_table.csv b/constructed_multiple_questions_with_image_and_table.csv new file mode 100644 index 0000000000000000000000000000000000000000..862ef54ac9f23308249b168223cfd320c1381915 --- /dev/null +++ b/constructed_multiple_questions_with_image_and_table.csv @@ -0,0 +1,46 @@ +Question_Number,exam_name,subject,Category_Domain,Context,Question_Part_1,Question_Part_2,Question_Part_3,Table_1_Data,Image,Answer +naep_sci_1,naep,science,physical_science,Explain the results of an investigation about conservation of energy,Compare the potential energy data and the kinetic energy data for each platform.,Describe the trend in the difference between the potential energy data and the kinetic energy data.,"Based on the law of conservation of energy, explain why that trend exists.","[ + {""Platform from Which Ball is Dropped"": ""1"", ""Potential Energy at Platform (joules)"": ""3.0"", ""Kinetic Energy just above the Ground (joules)"": ""2.8""}, + {""Platform from Which Ball is Dropped"": ""2"", ""Potential Energy at Platform (joules)"": ""6.0"", ""Kinetic Energy just above the Ground (joules)"": ""5.4""}, + {""Platform from Which Ball is Dropped"": ""3"", ""Potential Energy at Platform (joules)"": ""9.0"", ""Kinetic Energy just above the Ground (joules)"": ""7.8""}, + {""Platform from Which Ball is Dropped"": ""4"", ""Potential Energy at Platform (joules)"": ""12.0"", ""Kinetic Energy just above the Ground (joules)"": ""10.0""} +]",images/2019-12S7_4K1361E1_c9772f8a84fc11f249504ba264195d25_8_img.webp,"Student response is correct for Part 1, Part 2, and Part 3. + +Part 1: States that the initial potential energy (PE) is always greater than the kinetic energy (KE) just above the ground level. (The kinetic energy is always lower than the initial potential energy.) + +Non-acceptable response includes: both values increase. + +Part 2: States that the difference between the two energies becomes greater (increases) with increasing height. + +- Acceptable responses include: + +- The higher the platform the greater the difference in the KE and PE, and the higher the initial PE. +- The PE always remains higher than the KE, growing farther apart as the platform height increases. +- The higher the initial potential energy the larger the percentage of energy lost. +- It keeps getting bigger. +- The difference between PE and KE grows as the platform increases. + +- Non-acceptable responses include: + +- Definitions of KE and PE +- The KE is about 85% of the PE- PE goes up by 3 each time + +Part 3: Explains that the difference in KE and PE is converted to thermal energy (lost as heat.) +Alternate response may relate the difference to air resistance (friction). + +- Acceptable responses include: + +- With increasing height, the ball travels a longer time through the air, so more energy is transferred to thermal energy due to air resistance. +- The longer the ball has to fall the more energy is transferred into thermal energy. +- The farther the ball falls the more energy is lost due to friction. +- As the platform becomes higher wind (air) resistance becomes more evident and has a greater effect on the ball. +- As the ball falls, work is done on the ball by a nonconservative force. + +- Non-acceptable responses include: + +- More energy is conserved as the height increases +- The ball conserves it for impact +- The higher you drop the ball the more time it has to pick up speed +- Energy is always conserved + +Note: Answer to one part may appear in another part. In such cases, the response is correct/incorrect and NOT blank." diff --git a/constructed_question_yes_no_with_table_and_image.csv b/constructed_question_yes_no_with_table_and_image.csv new file mode 100644 index 0000000000000000000000000000000000000000..49127248a43ec016f6a340b40f556ee0caf5168e --- /dev/null +++ b/constructed_question_yes_no_with_table_and_image.csv @@ -0,0 +1,17 @@ +Question_Number,exam_name,subject,Category_Domain,Context,Question,Table_Data,Image,Options,Answer +naep_sci_1,naep,science,physical_science,Critique an investigation about conservation of energy,Could the student perform the experiment in a way that the kinetic energy data points would have a higher value than the corresponding potential energy data points?,"[ + {""Platform from Which Ball is Dropped"": ""1"", ""Potential Energy at Platform (joules)"": ""3.0"", ""Kinetic Energy just above the Ground (joules)"": ""2.8""}, + {""Platform from Which Ball is Dropped"": ""2"", ""Potential Energy at Platform (joules)"": ""6.0"", ""Kinetic Energy just above the Ground (joules)"": ""5.4""}, + {""Platform from Which Ball is Dropped"": ""3"", ""Potential Energy at Platform (joules)"": ""9.0"", ""Kinetic Energy just above the Ground (joules)"": ""7.8""}, + {""Platform from Which Ball is Dropped"": ""4"", ""Potential Energy at Platform (joules)"": ""12.0"", ""Kinetic Energy just above the Ground (joules)"": ""10.0""} +]",images/2019-12S7_6K1361E3_888b0aac0cdf680d6efcd2143b0a04bd_8_img.webp,Yes,"(a) Student response selects (A) Yes, or makes no selection, with an explanation that refers to a force applied to the ball (in addition to gravity) at or before the time of release or during the fall. If applied at or before the time of release, the force can be in any direction (direction does not have to be specified). If applied during the fall, the direction of the force has to be specified and the force cannot have a component directed upward. If the force itself is not specified, student may indicate that the speed of the ball has to be increased. + +(b) Student response selects (B) No, or makes no selection, and explains that the kinetic energy will never be greater than the potential energy in this experiment unless some additional force is applied to the ball, as described in Complete (a) above." +naep_sci_2,naep,science,physical_science,Critique an investigation about conservation of energy,Could the student perform the experiment in a way that the kinetic energy data points would have a higher value than the corresponding potential energy data points?,"[ + {""Platform from Which Ball is Dropped"": ""1"", ""Potential Energy at Platform (joules)"": ""3.0"", ""Kinetic Energy just above the Ground (joules)"": ""2.8""}, + {""Platform from Which Ball is Dropped"": ""2"", ""Potential Energy at Platform (joules)"": ""6.0"", ""Kinetic Energy just above the Ground (joules)"": ""5.4""}, + {""Platform from Which Ball is Dropped"": ""3"", ""Potential Energy at Platform (joules)"": ""9.0"", ""Kinetic Energy just above the Ground (joules)"": ""7.8""}, + {""Platform from Which Ball is Dropped"": ""4"", ""Potential Energy at Platform (joules)"": ""12.0"", ""Kinetic Energy just above the Ground (joules)"": ""10.0""} +]",images/2019-12S7_6K1361E3_888b0aac0cdf680d6efcd2143b0a04bd_8_img.webp,Yes,"(a) Student response selects (A) Yes, or makes no selection, with an explanation that refers to a force applied to the ball (in addition to gravity) at or before the time of release or during the fall. If applied at or before the time of release, the force can be in any direction (direction does not have to be specified). If applied during the fall, the direction of the force has to be specified and the force cannot have a component directed upward. If the force itself is not specified, student may indicate that the speed of the ball has to be increased. + +(b) Student response selects (B) No, or makes no selection, and explains that the kinetic energy will never be greater than the potential energy in this experiment unless some additional force is applied to the ball, as described in Complete (a) above." diff --git a/constructed_response.csv b/constructed_response.csv new file mode 100644 index 0000000000000000000000000000000000000000..13e76ad17a8d2557ff6cc6dddd4a716c8067ad24 --- /dev/null +++ b/constructed_response.csv @@ -0,0 +1,35 @@ +Question_Number,exam_name,subject,Category_Domain,Context_Info,Question,Context,Answer +naep_sci_1,naep,economics,The National Economy,Identify two economic costs of unemployment,A high rate of unemployment that lasts for several years has economic costs for a nation. What are two of these economic costs?,, +naep_sci_2,naep,economics,The International Economy,Describe how a change in the dollar-euro exchange rate will impact purchases of goods outside of the U.S.,"Annette is going on a trip to France. The currency used in France is the euro. When Annette planned for the trip, the exchange rate was 1 United States dollar = 1.40 euros. On the day Annette exchanges her money, she discovers that the exchange rate is now 1 United States dollar = 0.80 euros. + +Describe what effect this change will have on Annette's ability to make purchases in France and explain why.",, +naep_sci_3,naep,economics,The Market Economy,Explain the rationale for a purchasing decision when considering interest rates and inflation,"Nancy has just inherited \$2,000. Within the next year, she needs to purchase furniture that costs \$2,000. If Nancy puts the \$2,000 in her savings account, she will earn 2 percent interest for the year. Nancy expects that the current inflation rate of 3 percent will continue for at least one year. From an economic perspective, explain why Nancy should buy the furniture now instead of putting the \$2,000 into her savings account.",, +naep_sci_4,naep,economics,The Market Economy,Describe two economic factors that could influence a household's decision making process,"Robert and Sally are a two-income married couple. They are starting a family and deciding whether one parent should stay at home with the children and not work for money. Briefly describe two economic factors that are most likely to influence their decision. + +1) + +--- + +--- + +--- + +2) + +--- + +--- + +--- + +--- + +---",, +naep_sci_5,naep,economics,The Market Economy,Determine how changes in production costs will affect the level of production and product price,"To meet new regulations, a company has decided to upgrade the pollution control equipment used in its production process. The equipment will increase the cost of production. + +How will the installation of this equipment affect (1) the company's level of production and (2) the price of the company's product?",, +naep_sci_6,naep,economics,The Market Economy,Identify and explain how a change in the price of a product affects quantity demanded,Suppose that the price of grapes increases by a large amount. What will happen in the short term to the quantity of grapes demanded? Explain why.,, +naep_sci_7,naep,science,life_science,,The overuse of antibiotics has led to an increase in the prevalence of antibiotic-resistant strains of bacteria. Explain how this occurred.,Explain the evolution of an organism,"Student response explains that a mutation occurred in the DNA of some bacteria, so they were resistant to the antibiotic. The antibiotic-resistant bacteria then passed the resistance on (DNA mutation) when they reproduced." +naep_sci_8,naep,science,life_science,,"Fossils of *Basilosaurus*, a primitive whale that lived in water and existed about 50 million years ago, have well-defined ankle bones and toes. + +What does this suggest about how the ancestors of this primitive whale moved and where they lived?",Explain fossil evidence based on evolutionary change,"Student response explains that the ancestors of this whale probably walked (on limbs, feet) and lived on land (ground)." diff --git a/constructed_response_2questions.csv b/constructed_response_2questions.csv new file mode 100644 index 0000000000000000000000000000000000000000..d0f0147f65a294fa3c80d6fca48b83ee82075a33 --- /dev/null +++ b/constructed_response_2questions.csv @@ -0,0 +1,35 @@ +Question_Number,exam_name,subject,Category_Domain,Context_Info,Context,Question,Question_Part_1,Question_Part_2,Answer +naep_sci_1,naep,economics,The International Economy,Provide an analysis of issues related to the imposition of a tariff,,,,, +naep_sci_2,naep,economics,The National Economy,Explain how and why a reduction in taxes would affect employment and interest rates in the short term,,,,, +naep_sci_3,naep,science,earth_environmental,,Describe environmental impacts of human activities,"During winter a town has the choice of applying salt or sand to icy roads to help cars travel more safely. Both applications can impact the natural environment. + +Describe one negative environmental impact of using salt on icy roads. Be specific. + +Describe one negative environmental impact of using sand on icy roads. Be specific.",Describe one negative environmental impact of using salt on icy roads. Be specific.,Describe one negative environmental impact of using sand on icy roads. Be specific.,"Student response is correct for Part 1 and Part 2 + +Part 1: Describes a plausible and specific negative environmental impact of using salt. + +Major response types include: + +- It directly harms (kills, dries out) roadside vegetation (plants, trees). +- It changes the soil composition making it harder for plants to survive. +- It makes streams and rivers salty and some organisms will not survive. +- It reduces the oxygen supply in streams and therefore affects the survival of aquatic organisms. +- It contaminates public drinking (well) water; reduces sources of freshwater; and changes the chemical composition of freshwater streams harming organisms. + +Part 2: Describes a plausible and specific negative environmental impact of using sand. + +Major response types include: + +- It produces solid waste so that clean-up is required to reduce possible harm (death) to animal and plant life. +- It erodes slopes and stream banks as it is carried by storm water runoff. +- It clogs storm drains (streams) causing flooding. +- It buries aquatic floor life in streams and rivers. +- It destroys roadside plants/animals by suffocating (crushing) them; and filling in animal homes. +- It changes the composition of the soil, making it unsuitable for some types of organisms (more specifically, the soil will hold less water). +- It increases air pollution when particulates (dust) escape into the air making it harder for organisms to breathe. + +Note: + +- Non-acceptable responses related to the non-natural environment include: damage to cars (metal, tires); damage to road (concrete); damage to gutters; less traction (slick roads); and pollution. +- Non-natural environmental effects can be mentioned if a resulting natural effect is included (for example, clogging storm drains and flooding.)" diff --git a/constructed_response_4questions.csv b/constructed_response_4questions.csv new file mode 100644 index 0000000000000000000000000000000000000000..f5a6ea5a019815edd2ea8a6a16d4b50f7dfce1a1 --- /dev/null +++ b/constructed_response_4questions.csv @@ -0,0 +1,2 @@ +Question_Number,exam_name,subject,Category_Domain,Context_Info +naep_sci_1,naep,economics,The International Economy,Explain why United States steel manufacturers would support a tariff on imported steel. diff --git a/fig_2table.csv b/fig_2table.csv new file mode 100644 index 0000000000000000000000000000000000000000..eec4d23b1b45faec05cd0473294bc12dc8a7b53d --- /dev/null +++ b/fig_2table.csv @@ -0,0 +1,85 @@ +Question_Number,Exam_Name,subject,Category_Domain,passage_context,Figure_Description,Figure,Table_1_Description,Table_1_Data,Table_2_Description,Table_2_Data,Question_Text,Options,Answer_label,Correct_Answer_Text +act_sci_001,act,science,physical_science,Alkanes are chemical compounds consisting of only carbon and hydrogen atoms. Two types of alkanes are n-alkanes (molecules in which the carbon atoms are bonded together to form a chain) and cycloalkanes (molecules in which the carbon atoms are bonded together to form a ring). Figure 1 shows an example of an n-alkane and an example of a cycloalkane.,Figure 1,images/act_sci_001_35_0.jpg,"Table 1 shows, for each of 7 $n$-alkanes, the name, chemical formula, melting point (MP) at 1 atmosphere (atm) of pressure, and boiling point (BP) at 1 atm.","[ +[""Table 1""], +[""Alkane"", ""Chemical formula"", ""MP (\u2103)"", ""BP (\u2103)""], +[""Propane"", ""C_{3}H_{8}"", ""-187"", ""-42""], +[""Butane"", ""C_{4}H_{10}"", ""-138"", ""-1""], +[""Pentane"", ""C_{5}H_{12}"", ""-130"", ""36""], +[""Hexane"", ""C_{6}H_{14}"", ""-95"", ""69""], +[""Heptane"", ""C_{7}H_{16}"", ""-91"", ""98""], +[""Octane"", ""C_{8}H_{18}"", ""-57"", ""126""], +[""Nonane"", ""C_{9}H_{20}"", ""-53"", ""151""] +]","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","[ +[""Table 2""], +[""Alkane"", ""Chemical formula"", ""MP (\u2103)"", ""BP (\u2103)""], +[""Cyclopropane"", ""C_{3}H_{6}"", ""-128"", ""-31""], +[""Cyclobutane"", ""C_{4}H_{8}"", ""-91"", ""13""], +[""Cyclopentane"", ""C_{5}H_{10}"", ""-93"", ""49""], +[""Cyclohexane"", ""C_{6}H_{12}"", ""7"", ""81""], +[""Cycloheptane"", ""C_{7}H_{14}"", ""-8"", ""119""], +[""Cyclooctane"", ""C_{8}H_{16}"", ""15"", ""151""], +[""Cyclononane"", ""C_{9}H_{18}"", ""11"", ""173""] +]","According to Table 2, at 1 atm, what is the BP of the alkane with the chemical formula C_{5}H_{10}?","{'A': '-130°C', 'B': '-93°C', 'C': '36°C', 'D': '49°C'}",D,49°C +act_sci_002,act,science,physical_science,Alkanes are chemical compounds consisting of only carbon and hydrogen atoms. Two types of alkanes are n-alkanes (molecules in which the carbon atoms are bonded together to form a chain) and cycloalkanes (molecules in which the carbon atoms are bonded together to form a ring). Figure 1 shows an example of an n-alkane and an example of a cycloalkane.,Figure 1,images/act_sci_002_35_0.jpg,"Table 1 shows, for each of 7 $n$-alkanes, the name, chemical formula, melting point (MP) at 1 atmosphere (atm) of pressure, and boiling point (BP) at 1 atm.","[ +[""Table 1""], +[""Alkane"", ""Chemical formula"", ""MP (\u2103)"", ""BP (\u2103)""], +[""Propane"", ""C_{3}H_{8}"", ""-187"", ""-42""], +[""Butane"", ""C_{4}H_{10}"", ""-138"", ""-1""], +[""Pentane"", ""C_{5}H_{12}"", ""-130"", ""36""], +[""Hexane"", ""C_{6}H_{14}"", ""-95"", ""69""], +[""Heptane"", ""C_{7}H_{16}"", ""-91"", ""98""], +[""Octane"", ""C_{8}H_{18}"", ""-57"", ""126""], +[""Nonane"", ""C_{9}H_{20}"", ""-53"", ""151""] +]","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","[ +[""Table 2""], +[""Alkane"", ""Chemical formula"", ""MP (\u2103)"", ""BP (\u2103)""], +[""Cyclopropane"", ""C_{3}H_{6}"", ""-128"", ""-31""], +[""Cyclobutane"", ""C_{4}H_{8}"", ""-91"", ""13""], +[""Cyclopentane"", ""C_{5}H_{10}"", ""-93"", ""49""], +[""Cyclohexane"", ""C_{6}H_{12}"", ""7"", ""81""], +[""Cycloheptane"", ""C_{7}H_{14}"", ""-8"", ""119""], +[""Cyclooctane"", ""C_{8}H_{16}"", ""15"", ""151""], +[""Cyclononane"", ""C_{9}H_{18}"", ""11"", ""173""] +]","For the n-alkanes listed in Table 1, as the number of carbon atoms per molecule increases, the BP at 1 atm:","{'A': 'increases only.', 'B': 'decreases only.', 'C': 'increases and then decreases.', 'D': 'decreases and then increases.'}",A,increases only. +act_sci_003,act,science,physical_science,Alkanes are chemical compounds consisting of only carbon and hydrogen atoms. Two types of alkanes are n-alkanes (molecules in which the carbon atoms are bonded together to form a chain) and cycloalkanes (molecules in which the carbon atoms are bonded together to form a ring). Figure 1 shows an example of an n-alkane and an example of a cycloalkane.,Figure 1,images/act_sci_003_35_0.jpg,"Table 1 shows, for each of 7 $n$-alkanes, the name, chemical formula, melting point (MP) at 1 atmosphere (atm) of pressure, and boiling point (BP) at 1 atm.","[ +[""Table 1""], +[""Alkane"", ""Chemical formula"", ""MP (\u2103)"", ""BP (\u2103)""], +[""Propane"", ""C_{3}H_{8}"", ""-187"", ""-42""], +[""Butane"", ""C_{4}H_{10}"", ""-138"", ""-1""], +[""Pentane"", ""C_{5}H_{12}"", ""-130"", ""36""], +[""Hexane"", ""C_{6}H_{14}"", ""-95"", ""69""], +[""Heptane"", ""C_{7}H_{16}"", ""-91"", ""98""], +[""Octane"", ""C_{8}H_{18}"", ""-57"", ""126""], +[""Nonane"", ""C_{9}H_{20}"", ""-53"", ""151""] +]","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","[ +[""Table 2""], +[""Alkane"", ""Chemical formula"", ""MP (\u2103)"", ""BP (\u2103)""], +[""Cyclopropane"", ""C_{3}H_{6}"", ""-128"", ""-31""], +[""Cyclobutane"", ""C_{4}H_{8}"", ""-91"", ""13""], +[""Cyclopentane"", ""C_{5}H_{10}"", ""-93"", ""49""], +[""Cyclohexane"", ""C_{6}H_{12}"", ""7"", ""81""], +[""Cycloheptane"", ""C_{7}H_{14}"", ""-8"", ""119""], +[""Cyclooctane"", ""C_{8}H_{16}"", ""15"", ""151""], +[""Cyclononane"", ""C_{9}H_{18}"", ""11"", ""173""] +]","Based on Tables 1 and 2, what is the name of the n-alkane shown in Figure 1, and what is the name of the cycloalkane shown in Figure 1?","{'A': '$n$-alkane: propane Cycloalkane: cyclopropane', 'B': '$n$-alkane: propane Cycloalkane: cyclobutane', 'C': '$n$-alkane: butane Cycloalkane: cyclopropane', 'D': '$n$-alkane: butane Cycloalkane: cyclobutane'}",A,n-alkane: propane Cycloalkane: cyclopropane +act_sci_004,act,science,physical_science,Alkanes are chemical compounds consisting of only carbon and hydrogen atoms. Two types of alkanes are n-alkanes (molecules in which the carbon atoms are bonded together to form a chain) and cycloalkanes (molecules in which the carbon atoms are bonded together to form a ring). Figure 1 shows an example of an n-alkane and an example of a cycloalkane.,Figure 1,images/act_sci_004_35_0.jpg,"Table 1 shows, for each of 7 $n$-alkanes, the name, chemical formula, melting point (MP) at 1 atmosphere (atm) of pressure, and boiling point (BP) at 1 atm.","[ +[""Table 1""], +[""Alkane"", ""Chemical formula"", ""MP (\u2103)"", ""BP (\u2103)""], +[""Propane"", ""C_{3}H_{8}"", ""-187"", ""-42""], +[""Butane"", ""C_{4}H_{10}"", ""-138"", ""-1""], +[""Pentane"", ""C_{5}H_{12}"", ""-130"", ""36""], +[""Hexane"", ""C_{6}H_{14}"", ""-95"", ""69""], +[""Heptane"", ""C_{7}H_{16}"", ""-91"", ""98""], +[""Octane"", ""C_{8}H_{18}"", ""-57"", ""126""], +[""Nonane"", ""C_{9}H_{20}"", ""-53"", ""151""] +]","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","[ +[""Table 2""], +[""Alkane"", ""Chemical formula"", ""MP (\u2103)"", ""BP (\u2103)""], +[""Cyclopropane"", ""C_{3}H_{6}"", ""-128"", ""-31""], +[""Cyclobutane"", ""C_{4}H_{8}"", ""-91"", ""13""], +[""Cyclopentane"", ""C_{5}H_{10}"", ""-93"", ""49""], +[""Cyclohexane"", ""C_{6}H_{12}"", ""7"", ""81""], +[""Cycloheptane"", ""C_{7}H_{14}"", ""-8"", ""119""], +[""Cyclooctane"", ""C_{8}H_{16}"", ""15"", ""151""], +[""Cyclononane"", ""C_{9}H_{18}"", ""11"", ""173""] +]","Based on Table 2, in a molecule of any given cycloalkane, the number of hydrogen atoms is always equal to:","{'A': 'half the number of carbon atoms.', 'B': 'the number of carbon atoms.', 'C': 'twice the number of carbon atoms.', 'D': 'four times the number of carbon atoms.'}",C,twice the number of carbon atoms. diff --git a/images/2019-12S7_4K1361E1_c9772f8a84fc11f249504ba264195d25_8_img.webp b/images/2019-12S7_4K1361E1_c9772f8a84fc11f249504ba264195d25_8_img.webp new file mode 100644 index 0000000000000000000000000000000000000000..2f89255aced8cebbd09a16f659e45bdb3cb5b8f8 --- /dev/null +++ b/images/2019-12S7_4K1361E1_c9772f8a84fc11f249504ba264195d25_8_img.webp @@ -0,0 +1,3 @@ +version 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0000000000000000000000000000000000000000..68ea16430a000d42b0ea69550627952a231a80cc --- /dev/null +++ b/images/act_sci_006_43_0.jpg @@ -0,0 +1,3 @@ +version https://git-lfs.github.com/spec/v1 +oid sha256:b8449c5d8183a423485640ffa4a8dcbd0f6766939685bbbb60269ba5e83702f7 +size 23243 diff --git a/single_constructed_response_with_image_and_table.csv b/single_constructed_response_with_image_and_table.csv new file mode 100644 index 0000000000000000000000000000000000000000..f37776d3e9685321ca6a0454c2155df225782d4e --- /dev/null +++ b/single_constructed_response_with_image_and_table.csv @@ -0,0 +1,27 @@ +Question_Number,exam_name,subject,Category_Domain,Context,Question,Table_1_Data,Image,Answer +naep_sci_1,naep,science,physical_science,Improve the accuracy of an investigation about conservation of energy,"The student dropped the ball once from each of the four platforms. + +How could he improve his experiment to get more accurate results?","[ + {""Platform from Which Ball is Dropped"": ""1"", ""Potential Energy at Platform (joules)"": ""3.0"", ""Kinetic Energy just above the Ground (joules)"": ""2.8""}, + {""Platform from Which Ball is Dropped"": ""2"", ""Potential Energy at Platform (joules)"": ""6.0"", ""Kinetic Energy just above the Ground (joules)"": ""5.4""}, + {""Platform from Which Ball is Dropped"": ""3"", ""Potential Energy at Platform (joules)"": ""9.0"", ""Kinetic Energy just above the Ground (joules)"": ""7.8""}, + {""Platform from Which Ball is Dropped"": ""4"", ""Potential Energy at Platform (joules)"": ""12.0"", ""Kinetic Energy just above the Ground (joules)"": ""10.0""} +] + +]",images/2019-12S7_5K136102_c9772f8a84fc11f249504ba264195d25_8_img.webp,"Student response describes a valid way to improve the experiment and explains how this improvement would yield more accurate results. + +Major response types include: + +- Repeat the experiment (drop the same ball multiple times from each platform) - compare (or average) the results (or data). +- Drop the (same) ball more than once from one or more platforms - average the results for each different platform height. +- Change to volume/mass/density of the ball as follows: Any change to the ball's mass and volume that would result in a higher density (greater mass with smaller volume; same mass with smaller volume; greater mass with same volume) - results in reduction of air resistance (or less energy converted to thermal energy (lost to heat)). +- Use a ball with greater volume and same density (or made of the same material) - results in reduction of air resistance (or less energy converted to thermal energy (lost to heat)). +- Use a ball made with a material that gives it a smoother surface - results in reduction of air resistance (or less energy converted into thermal energy (lost to heat)). +- Perform experiment in an airless environment - results in reduction of air resistance (or less energy converted to thermal energy (lost to heat)). +- Add more platforms - obtain more data points. +- Use better technology to release the ball (or to catch it, time it, etc.) - reduce human error; get more reliable/precise data. + +Note:- Non-acceptable responses include: dropping the ball from different angles; changing the heights of the platforms. +- Acceptable synonyms or phrases for ""air resistance"" include: friction; air friction; drag. +- Inadequate or incorrect descriptions of how to change the volume/mass/density of the ball to reduce air resistance include: use smaller (larger) ball; use ball with greater (or smaller) mass. +- Saying ""do multiple trials"" can mean ""repeat the experiment"" or ""drop the ball more than once"" depending on the context of the response. If context is not clear, interpret as ""repeat the experiment.""" diff --git a/text_only.csv b/text_only.csv new file mode 100644 index 0000000000000000000000000000000000000000..30a171d043bf62284df3370bab3c727b5e820382 --- /dev/null +++ b/text_only.csv @@ -0,0 +1,7 @@ +Question_Number,Exam_Name,subject,Category_Domain,passage_context,para1,para2,para3,para4,Question_Text,Options,Answer_label,Correct_Answer_Text +act_sci_001,act,science,space_astronomy,"Star formation begins with the gravitational collapse of matter in an interstellar gas cloud. A protostar (forming star) affects gas in the surrounding portions of the cloud in 2 ways: The protostar's gravitational field attracts gas, causing the gas to accrete (accumulate onto the protostar). Radiation pressure (RP) associated with the protostar's emissions causes gas to be pushed away from the protostar, inhibiting accretion. Star formation ends when the effect of RP overcomes that of gravity. At that point, the protostar can no longer gain mass by accretion and is considered a fully formed star. Three scientists debate whether the maximum mass that a protostar can reach by accretion is great enough to account for the most massive stars observed.","Scientist 1: The effect of RP is uniform in all directions around a protostar. As a result, the maximum mass that a protostar can reach by accretion is 20M_{S} ( 1M_{S} = mass of the Sun). Any further increase in mass requires at least 1 stellar merger (the combination of 2 or more fully formed stars into 1). Because stars tend to form in clusters, stellar mergers are likely.","Scientist 2: Scientist 1 is correct that stellar mergers are likely. However, because a protostar rotates about its axis, a disk of gas forms in the plane of the protostar's equator. This reduces the effect of RP in that plane, allowing gas from the disk to readily accrete. As a result, the maximum mass that a protostar can reach by accretion is 40M_{S} . Any further increase in mass requires at least 1 stellar merger.","Scientist 3: Stellar mergers are very unlikely given the vast distances between stars, even within clusters. Scientist 2 is correct about the formation and the effect of the disk. In addition, a protostar produces bubble- like regions of radiation that increase the effect of RP near the protostar's poles, promoting the flow of gas into the disk. As a result, accretion continues until the surrounding portions of the cloud are nearly depleted of gas. Therefore, the maximum mass that a protostar can reach by accretion is limited only by the amount of available gas.",,"Relative to the center of the protostar, does gravity more likely accelerate gas particles inward or outward, and does RP more likely accelerate gas particles inward or outward?","{'A': 'Gravity: inward RP: inward', 'B': 'Gravity: inward RP: outward', 'C': 'Gravity: outward RP: inward', 'D': 'Gravity: outward RP: outward'}",B,Gravity: inward RP: outward +act_sci_002,act,science,space_astronomy,"Star formation begins with the gravitational collapse of matter in an interstellar gas cloud. A protostar (forming star) affects gas in the surrounding portions of the cloud in 2 ways: The protostar's gravitational field attracts gas, causing the gas to accrete (accumulate onto the protostar). Radiation pressure (RP) associated with the protostar's emissions causes gas to be pushed away from the protostar, inhibiting accretion. Star formation ends when the effect of RP overcomes that of gravity. At that point, the protostar can no longer gain mass by accretion and is considered a fully formed star. Three scientists debate whether the maximum mass that a protostar can reach by accretion is great enough to account for the most massive stars observed.","Scientist 1: The effect of RP is uniform in all directions around a protostar. As a result, the maximum mass that a protostar can reach by accretion is 20M_{S} ( 1M_{S} = mass of the Sun). Any further increase in mass requires at least 1 stellar merger (the combination of 2 or more fully formed stars into 1). Because stars tend to form in clusters, stellar mergers are likely.","Scientist 2: Scientist 1 is correct that stellar mergers are likely. However, because a protostar rotates about its axis, a disk of gas forms in the plane of the protostar's equator. This reduces the effect of RP in that plane, allowing gas from the disk to readily accrete. As a result, the maximum mass that a protostar can reach by accretion is 40M_{S} . Any further increase in mass requires at least 1 stellar merger.","Scientist 3: Stellar mergers are very unlikely given the vast distances between stars, even within clusters. Scientist 2 is correct about the formation and the effect of the disk. In addition, a protostar produces bubble- like regions of radiation that increase the effect of RP near the protostar's poles, promoting the flow of gas into the disk. As a result, accretion continues until the surrounding portions of the cloud are nearly depleted of gas. Therefore, the maximum mass that a protostar can reach by accretion is limited only by the amount of available gas.",,"Based on Scientist 2's argument, do gas particles more likely accrete near the equator or near the poles of a protostar with a disk?","{'A': 'Near the equator, because the effect of RP is increased there.', 'B': 'Near the equator, because the effect of RP is reduced there.', 'C': 'Near the poles, because the effect of RP is increased there.', 'D': 'Near the poles, because the effect of RP is reduced there.'}",B,"Near the equator, because the effect of RP is reduced there." +act_sci_003,act,science,space_astronomy,"Star formation begins with the gravitational collapse of matter in an interstellar gas cloud. A protostar (forming star) affects gas in the surrounding portions of the cloud in 2 ways: The protostar's gravitational field attracts gas, causing the gas to accrete (accumulate onto the protostar). Radiation pressure (RP) associated with the protostar's emissions causes gas to be pushed away from the protostar, inhibiting accretion. Star formation ends when the effect of RP overcomes that of gravity. At that point, the protostar can no longer gain mass by accretion and is considered a fully formed star. Three scientists debate whether the maximum mass that a protostar can reach by accretion is great enough to account for the most massive stars observed.","Scientist 1: The effect of RP is uniform in all directions around a protostar. As a result, the maximum mass that a protostar can reach by accretion is 20M_{S} ( 1M_{S} = mass of the Sun). Any further increase in mass requires at least 1 stellar merger (the combination of 2 or more fully formed stars into 1). Because stars tend to form in clusters, stellar mergers are likely.","Scientist 2: Scientist 1 is correct that stellar mergers are likely. However, because a protostar rotates about its axis, a disk of gas forms in the plane of the protostar's equator. This reduces the effect of RP in that plane, allowing gas from the disk to readily accrete. As a result, the maximum mass that a protostar can reach by accretion is 40M_{S} . Any further increase in mass requires at least 1 stellar merger.","Scientist 3: Stellar mergers are very unlikely given the vast distances between stars, even within clusters. Scientist 2 is correct about the formation and the effect of the disk. In addition, a protostar produces bubble- like regions of radiation that increase the effect of RP near the protostar's poles, promoting the flow of gas into the disk. As a result, accretion continues until the surrounding portions of the cloud are nearly depleted of gas. Therefore, the maximum mass that a protostar can reach by accretion is limited only by the amount of available gas.",,"One of the most massive stars known is Eta Carinae, which has an approximate mass of 120M_{S} . Based on the arguments of Scientists 1, 2, and 3, respectively, what is the minimum number of stars, each formed entirely by accretion, that would have been required to form Eta Carinae?","{'A': 'Scientist 1: 5 Scientist 2: 3 Scientist 3: 1', 'B': 'Scientist 1: 5 Scientist 2: 4 Scientist 3: 2', 'C': 'Scientist 1: 6 Scientist 2: 3 Scientist 3: 1', 'D': 'Scientist 1: 6 Scientist 2: 4 Scientist 3: 2'}",C,Scientist 1: 6 Scientist 2: 3 Scientist 3: 1 +act_sci_004,act,science,space_astronomy,"Star formation begins with the gravitational collapse of matter in an interstellar gas cloud. A protostar (forming star) affects gas in the surrounding portions of the cloud in 2 ways: The protostar's gravitational field attracts gas, causing the gas to accrete (accumulate onto the protostar). Radiation pressure (RP) associated with the protostar's emissions causes gas to be pushed away from the protostar, inhibiting accretion. Star formation ends when the effect of RP overcomes that of gravity. At that point, the protostar can no longer gain mass by accretion and is considered a fully formed star. Three scientists debate whether the maximum mass that a protostar can reach by accretion is great enough to account for the most massive stars observed.","Scientist 1: The effect of RP is uniform in all directions around a protostar. As a result, the maximum mass that a protostar can reach by accretion is 20M_{S} ( 1M_{S} = mass of the Sun). Any further increase in mass requires at least 1 stellar merger (the combination of 2 or more fully formed stars into 1). Because stars tend to form in clusters, stellar mergers are likely.","Scientist 2: Scientist 1 is correct that stellar mergers are likely. However, because a protostar rotates about its axis, a disk of gas forms in the plane of the protostar's equator. This reduces the effect of RP in that plane, allowing gas from the disk to readily accrete. As a result, the maximum mass that a protostar can reach by accretion is 40M_{S} . Any further increase in mass requires at least 1 stellar merger.","Scientist 3: Stellar mergers are very unlikely given the vast distances between stars, even within clusters. Scientist 2 is correct about the formation and the effect of the disk. In addition, a protostar produces bubble- like regions of radiation that increase the effect of RP near the protostar's poles, promoting the flow of gas into the disk. As a result, accretion continues until the surrounding portions of the cloud are nearly depleted of gas. Therefore, the maximum mass that a protostar can reach by accretion is limited only by the amount of available gas.",,"When the effect of RP overcomes that of gravity, a star is said to have ""emerged from its envelope,"" because that is the first time the star is directly observable from outside the cloud. An observation of which of the following stars emerging from its envelope would support Scientist 2's argument but weaken Scientist 1's argument?","{'A': 'A $15\\mathrm{M}_{\\mathrm{S}}$ star', 'B': 'A $20\\mathrm{M}_{\\mathrm{S}}$ star', 'C': 'A $30\\mathrm{M}_{\\mathrm{S}}$ star', 'D': 'A $50\\mathrm{M}_{\\mathrm{S}}$ star'}",C,A 30M_{S} star +act_sci_005,act,science,space_astronomy,"Star formation begins with the gravitational collapse of matter in an interstellar gas cloud. A protostar (forming star) affects gas in the surrounding portions of the cloud in 2 ways: The protostar's gravitational field attracts gas, causing the gas to accrete (accumulate onto the protostar). Radiation pressure (RP) associated with the protostar's emissions causes gas to be pushed away from the protostar, inhibiting accretion. Star formation ends when the effect of RP overcomes that of gravity. At that point, the protostar can no longer gain mass by accretion and is considered a fully formed star. Three scientists debate whether the maximum mass that a protostar can reach by accretion is great enough to account for the most massive stars observed.","Scientist 1: The effect of RP is uniform in all directions around a protostar. As a result, the maximum mass that a protostar can reach by accretion is 20M_{S} ( 1M_{S} = mass of the Sun). Any further increase in mass requires at least 1 stellar merger (the combination of 2 or more fully formed stars into 1). Because stars tend to form in clusters, stellar mergers are likely.","Scientist 2: Scientist 1 is correct that stellar mergers are likely. However, because a protostar rotates about its axis, a disk of gas forms in the plane of the protostar's equator. This reduces the effect of RP in that plane, allowing gas from the disk to readily accrete. As a result, the maximum mass that a protostar can reach by accretion is 40M_{S} . Any further increase in mass requires at least 1 stellar merger.","Scientist 3: Stellar mergers are very unlikely given the vast distances between stars, even within clusters. Scientist 2 is correct about the formation and the effect of the disk. In addition, a protostar produces bubble- like regions of radiation that increase the effect of RP near the protostar's poles, promoting the flow of gas into the disk. As a result, accretion continues until the surrounding portions of the cloud are nearly depleted of gas. Therefore, the maximum mass that a protostar can reach by accretion is limited only by the amount of available gas.",,Scientists 2 and 3 agree that a disk forms around a protostar as a result of the protostar's:,"{'A': 'motion.', 'B': 'emission of radiation.', 'C': 'location within a star cluster.', 'D': 'merger with another star.'}",A,motion. +act_sci_006,act,science,space_astronomy,"Star formation begins with the gravitational collapse of matter in an interstellar gas cloud. A protostar (forming star) affects gas in the surrounding portions of the cloud in 2 ways: The protostar's gravitational field attracts gas, causing the gas to accrete (accumulate onto the protostar). Radiation pressure (RP) associated with the protostar's emissions causes gas to be pushed away from the protostar, inhibiting accretion. Star formation ends when the effect of RP overcomes that of gravity. At that point, the protostar can no longer gain mass by accretion and is considered a fully formed star. Three scientists debate whether the maximum mass that a protostar can reach by accretion is great enough to account for the most massive stars observed.","Scientist 1: The effect of RP is uniform in all directions around a protostar. As a result, the maximum mass that a protostar can reach by accretion is 20M_{S} ( 1M_{S} = mass of the Sun). Any further increase in mass requires at least 1 stellar merger (the combination of 2 or more fully formed stars into 1). Because stars tend to form in clusters, stellar mergers are likely.","Scientist 2: Scientist 1 is correct that stellar mergers are likely. However, because a protostar rotates about its axis, a disk of gas forms in the plane of the protostar's equator. This reduces the effect of RP in that plane, allowing gas from the disk to readily accrete. As a result, the maximum mass that a protostar can reach by accretion is 40M_{S} . Any further increase in mass requires at least 1 stellar merger.","Scientist 3: Stellar mergers are very unlikely given the vast distances between stars, even within clusters. Scientist 2 is correct about the formation and the effect of the disk. In addition, a protostar produces bubble- like regions of radiation that increase the effect of RP near the protostar's poles, promoting the flow of gas into the disk. As a result, accretion continues until the surrounding portions of the cloud are nearly depleted of gas. Therefore, the maximum mass that a protostar can reach by accretion is limited only by the amount of available gas.",,"Which of the scientists, if any, would be likely to agree that the Sun could have formed entirely by accretion?","{'A': 'Scientist 1 only', 'B': 'Scientist 3 only', 'C': 'Scientists 1, 2, and 3', 'D': 'None of the scientists'}",C,"Scientists 1, 2, and 3"