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Constructed-response/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."

Constructed-response/constructed_question_yes_no_with_table_and_image.csv

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+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."

Constructed-response/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)."

Constructed-response/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.)"

Constructed-response/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.

Constructed-response/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."""

Passage/1figure.csv

@@ -1,7 +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
+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

Passage/1table.csv

@@ -1,4 +1,4 @@
-Question_Number,Exam_Name,subject,Category_Domain,passage_context,Table_1_Description,Table_1_Data,Question_Text,Options,Answer_label,Correct_Answer_Text
+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.","[
@@ -14,7 +14,7 @@ Jars from each batch were selected after storage times of 1 day, 1 month, 3 mont
 [""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.
+]","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.","[
@@ -30,7 +30,7 @@ Jars from each batch were selected after storage times of 1 day, 1 month, 3 mont
 [""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
+]","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.","[
@@ -46,7 +46,7 @@ Jars from each batch were selected after storage times of 1 day, 1 month, 3 mont
 [""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
+]",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.","[
@@ -62,7 +62,7 @@ Jars from each batch were selected after storage times of 1 day, 1 month, 3 mont
 [""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."
+]","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.","[
@@ -78,7 +78,7 @@ Jars from each batch were selected after storage times of 1 day, 1 month, 3 mont
 [""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
+]","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.","[
@@ -94,4 +94,4 @@ Jars from each batch were selected after storage times of 1 day, 1 month, 3 mont
 [""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
+]",A total of how many jars were prepared in the experiment?,"{'A': '12', 'B': '36', 'C': '48', 'D': '54'}",D,54

Passage/2fig.csv

@@ -1,6 +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"
+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"

Passage/2table.csv

@@ -1,4 +1,4 @@
-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
+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""],
@@ -13,7 +13,7 @@ act_sci_001,act,science,earth_environmental,Scientists conducted a study to exam
 [""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
+]",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""],
@@ -28,7 +28,7 @@ act_sci_002,act,science,earth_environmental,Scientists conducted a study to exam
 [""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
+]",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""],
@@ -43,7 +43,7 @@ act_sci_003,act,science,earth_environmental,Scientists conducted a study to exam
 [""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%
+]","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""],
@@ -58,7 +58,7 @@ act_sci_004,act,science,earth_environmental,Scientists conducted a study to exam
 [""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
+]","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""],
@@ -73,7 +73,7 @@ act_sci_005,act,science,earth_environmental,Scientists conducted a study to exam
 [""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
+]",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""],
@@ -88,4 +88,4 @@ act_sci_006,act,science,earth_environmental,Scientists conducted a study to exam
 [""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
+]","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

Passage/3fig.csv

@@ -1,7 +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
+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

Passage/fig_2table.csv

@@ -1,4 +1,4 @@
-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
+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)""],
@@ -19,7 +19,7 @@ act_sci_001,act,science,physical_science,Alkanes are chemical compounds consisti
 [""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
+]","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)""],
@@ -40,7 +40,7 @@ act_sci_002,act,science,physical_science,Alkanes are chemical compounds consisti
 [""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.
+]","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)""],
@@ -61,7 +61,7 @@ act_sci_003,act,science,physical_science,Alkanes are chemical compounds consisti
 [""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
+]","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)""],
@@ -82,4 +82,4 @@ act_sci_004,act,science,physical_science,Alkanes are chemical compounds consisti
 [""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.
+]","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.

Passage/text_only.csv

@@ -1,7 +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"
+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"

README.md

@@ -1,32 +1,41 @@
----
-configs:
-  - config_name: constructed_response
-    data_files:
-      - split: train
-        path: data/constructed_response.csv
-
-  - config_name: mcq
-    data_files:
-      - split: train
-        path: data/mcq.csv
-
-  - config_name: mcq_image
-    data_files:
-      - split: train
-        path: data/mcq_image.csv
-
-  - config_name: mcq_table_1
-    data_files:
-      - split: train
-        path: data/mcq_table_1.csv
-
-  - config_name: mcq_table_2
-    data_files:
-      - split: train
-        path: data/mcq_table_2.csv
-
-  - config_name: multi_label
-    data_files:
-      - split: train
-        path: data/multi_label.csv
----
+---
+configs:
+- config_name: passage
+  data_files:
+  - split: train
+    path: "Passage/*.csv"
+- config_name: mcq_4way
+  data_files:
+  - split: train
+    path: "mcq(4-way)/*.csv"
+- config_name: constructed_response
+  data_files:
+  - split: train
+    path: "Constructed-response/*.csv"
+- config_name: general
+  data_files:
+  - split: train
+    path: "*.csv"
+
+task_categories:
+- question-answering
+- image-to-text
+---
+
+# Trial1 Dataset
+
+This dataset contains four configurations for different types of educational data, including images.
+
+## Configurations
+
+1. **Passage**: Data related to long-form reading passages and figures.
+2. **MCQ (4-way)**: Multiple choice questions with 4 options.
+3. **Constructed Response**: Open-ended questions requiring written answers.
+4. **General**: Root level data files.
+
+## How to use
+```python
+from datasets import load_dataset
+
+# Load a specific config
+dataset = load_dataset("Krishna5T/trial1", "mcq_4way")

mcq(4-way)/mcq.csv

@@ -0,0 +1,728 @@
+Question_Number,exam_name,subject,Category_Domain,Context_Info,Question,Options,Correct_Letter,Correct_Answer_Text,Context,Answer_label
+naep_sci_1,naep,economics,The National Economy,,Spending on training and education programs for workers as a percentage of gross domestic product is greater in Country A than in Country B. Which of the following is most likely to be true over the long term?,"{
+    ""A"": ""Country A's economic growth rate will be higher than Country B's."",
+    ""B"": ""Country A's interest rate will be lower than Country B's."",
+    ""C"": ""Country A's trade surplus will be higher than Country B's."",
+    ""D"": ""Country A's minimum-wage rate will be lower than Country B's.""
+}",A,Country A's economic growth rate will be higher than Country B's.,,
+naep_sci_2,naep,economics,The National Economy,,Which of the following changes is most likely to cause an increase in employment?,"{
+    ""A"": ""An increase in consumer spending"",
+    ""B"": ""An increase in interest rates"",
+    ""C"": ""A decrease in business investment"",
+    ""D"": ""A decrease in income""
+}",A,An increase in consumer spending,,
+naep_sci_3,naep,economics,The International Economy,,Suppose that the value of the Japanese yen declines relative to the United States dollar in foreign exchange markets. United States exports to Japan and United States imports from Japan are most likely to change in which of the following ways?,"{
+    ""A"": ""Increase Increase"",
+    ""B"": ""Increase Decrease"",
+    ""C"": ""Decrease Increase"",
+    ""D"": ""Decrease Decrease""
+}",C,"Decrease
+Increase",,
+naep_sci_4,naep,economics,The Market Economy,National Shortage of Nurses Reported by United States Labor Department,Which of the following would most likely reduce the nursing shortage reported in the headline above?,"{
+    ""A"": ""Increasing the wage rate of nurses"",
+    ""B"": ""Opening additional hospitals in cities"",
+    ""C"": ""Decreasing the number of nursing school scholarships"",
+    ""D"": ""Raising the certification requirements for registered nurses""
+}",A,Increasing the wage rate of nurses,,
+naep_sci_5,naep,economics,The National Economy,,Which of the following is most likely to cause a drop in short-term interest rates?,"{
+    ""A"": ""An increase in government spending"",
+    ""B"": ""An increase in the money supply"",
+    ""C"": ""An increase in bank reserve requirements"",
+    ""D"": ""An increase in the national debt""
+}",B,An increase in the money supply,,
+naep_sci_6,naep,economics,The International Economy,,Which of the following would most likely result if the United States Congress were to place a tariff on imports of aluminum?,"{
+    ""A"": ""United States consumers would pay higher prices for goods made with aluminum."",
+    ""B"": ""The tariff would increase the United States economy's growth rate by raising productivity rates."",
+    ""C"": ""An increase in costs would cause United States producers of aluminum to decrease production."",
+    ""D"": ""United States manufacturers that use aluminum to produce goods would benefit.""
+}",A,United States consumers would pay higher prices for goods made with aluminum.,,
+naep_sci_7,naep,economics,The National Economy,,How would a large increase in the number of business and personal bankruptcies over several years tend to affect the interest rates that banks charge for loans?,"{
+    ""A"": ""Interest rates would fall because the supply of funds would decrease."",
+    ""B"": ""Interest rates would rise because banks would find it riskier to lend funds."",
+    ""C"": ""Interest rates would stay the same because banks are not affected by bankruptcies."",
+    ""D"": ""The answer cannot be determined because the government sets interest rates that banks charge for loans.""
+}",B,Interest rates would rise because banks would find it riskier to lend funds.,,
+naep_sci_8,naep,economics,The Market Economy,,"After watching part of a movie she rented, Samantha finds that it is not as good as she expected. Which of the following should she consider in deciding whether to continue watching the movie?","{
+    ""A"": ""The price she paid to rent the movie"",
+    ""B"": ""The amount of time she already spent watching the movie"",
+    ""C"": ""The activity she could do if she stopped watching the movie"",
+    ""D"": ""The time it would take to return the movie""
+}",C,The activity she could do if she stopped watching the movie,,
+naep_sci_9,naep,economics,The National Economy,,Which of the following actions can the Federal Reserve take to reduce inflationary pressures in the United States?,"{
+    ""A"": ""Increase government spending"",
+    ""B"": ""Increase the money supply"",
+    ""C"": ""Increase interest rates"",
+    ""D"": ""Increase taxes""
+}",C,Increase interest rates,,
+naep_sci_10,naep,economics,The Market Economy,,"In a market economy, most decisions about which goods and services to produce, how to produce them, and who will consume them are made primarily by which of the following?","{
+    ""A"": ""The national government"",
+    ""B"": ""Industry planning groups"",
+    ""C"": ""Local and state governments"",
+    ""D"": ""Consumers and producers""
+}",D,Consumers and producers,,
+naep_sci_11,naep,economics,The Market Economy,,Janet decides to drop out of college to work full-time. What is most likely to happen to Janet's income relative to that of a classmate who stays and graduates from college?,"{
+    ""A"": ""Janet's income will be greater than the classmate's income now and in the future."",
+    ""B"": ""Janet's income will be greater than the classmate's income now but will be lower in the future."",
+    ""C"": ""Janet's income will be lower than the classmate's income both now and in the future."",
+    ""D"": ""Janet's income will be lower than the classmate's income now but will be greater in the future.""
+}",B,Janet's income will be greater than the classmate's income now but will be lower in the future.,,
+naep_sci_12,naep,economics,The Market Economy,,Which of the following statements best explains why a large increase in the price of gasoline will result in only a small decrease in quantity demanded?,"{
+    ""A"": ""Gasoline is a luxury good."",
+    ""B"": ""Gasoline takes a large portion of consumers' budgets."",
+    ""C"": ""Gasoline has no close substitutes."",
+    ""D"": ""Gasoline taxes remain high.""
+}",C,Gasoline has no close substitutes.,,
+naep_sci_13,naep,economics,The National Economy,,"Of the following, which is the most important factor in improving a country's human capital?","{
+    ""A"": ""Job training"",
+    ""B"": ""Computer technology"",
+    ""C"": ""Factory machinery"",
+    ""D"": ""Highway construction""
+}",A,Job training,,
+naep_sci_14,naep,economics,The National Economy,,The federal government receives the greatest amount of tax revenue from which of the following sources?,"{
+    ""A"": ""Estate taxes"",
+    ""B"": ""Property taxes"",
+    ""C"": ""Sales taxes"",
+    ""D"": ""Income taxes""
+}",D,Income taxes,,
+naep_sci_15,naep,economics,The Market Economy,,"As the demand for T-shirts increases and the price of T-shirts rises, how will T-shirt producers in a competitive market most likely respond?","{
+    ""A"": ""By laying off T-shirt workers to reduce production costs"",
+    ""B"": ""By making fewer T-shirts to meet their income goals"",
+    ""C"": ""By buying more cotton fabric to make more T-shirts"",
+    ""D"": ""By increasing advertising spending to increase T-shirt sales""
+}",C,By buying more cotton fabric to make more T-shirts,,
+naep_sci_16,naep,economics,The Market Economy,,Rashad wants to buy a video game and a new shirt. Each item costs $40. Rashad has only $40 to spend. He decides to buy the new shirt instead of the video game. The video game represents which of the following?,"{
+    ""A"": ""Opportunity cost"",
+    ""B"": ""Equilibrium price"",
+    ""C"": ""Economic efficiency"",
+    ""D"": ""Comparative advantage""
+}",A,Opportunity cost,,
+naep_sci_17,naep,economics,The Market Economy,,Which of the following economic roles does a government play when it provides copyright protection for recorded music?,"{
+    ""A"": ""Granting property rights"",
+    ""B"": ""Preventing monopoly"",
+    ""C"": ""Setting fiscal policy"",
+    ""D"": ""Providing public goods""
+}",A,Granting property rights,,
+naep_sci_18,naep,economics,The International Economy,,Which of the following best explains why a product once manufactured in the United States is no longer made here and is now imported from other countries?,"{
+    ""A"": ""The technology needed to make the product has become less expensive in the United States."",
+    ""B"": ""The technology needed to make the product has become more expensive in other countries."",
+    ""C"": ""The opportunity cost of making the product in other countries has increased."",
+    ""D"": ""The opportunity cost of making the product in the United States has increased.""
+}",D,The opportunity cost of making the product in the United States has increased.,,
+naep_sci_19,naep,economics,The International Economy,,A United States senator relies on the political support of cattle ranchers. Which position on a United States tariff on imported beef is most likely to increase the senator's support among cattle ranchers?,"{
+    ""A"": ""The tariff should be decreased to increase United States cattle prices."",
+    ""B"": ""The tariff should be decreased to decrease United States cattle prices."",
+    ""C"": ""The tariff should be increased to increase United States cattle prices."",
+    ""D"": ""The tariff should be increased to decrease United States cattle prices.""
+}",C,The tariff should be increased to increase United States cattle prices.,,
+naep_sci_20,naep,economics,The Market Economy,,Assume that an influential new study shows that eating sweet potatoes reduces the risk of heart attacks. Which of the following is most likely to be the initial effect of the study on the sweet-potato market?,"{
+    ""A"": ""The supply of sweet potatoes will increase, and the price of sweet potatoes will rise."",
+    ""B"": ""The supply of sweet potatoes will decrease, and the price of sweet potatoes will fall."",
+    ""C"": ""The demand for sweet potatoes will decrease, and the price of sweet potatoes will fall."",
+    ""D"": ""The demand for sweet potatoes will increase, and the price of sweet potatoes will rise.""
+}",D,"The demand for sweet potatoes will increase, and the price of sweet potatoes will rise.",,
+naep_sci_21,naep,economics,The National Economy,,Which of the following is the most likely effect of a large decrease in total demand for goods and services?,"{
+    ""A"": ""Inflation will increase and unemployment will decrease."",
+    ""B"": ""Inflation will decrease and unemployment will decrease."",
+    ""C"": ""Inflation will decrease and unemployment will increase."",
+    ""D"": ""Inflation will increase and unemployment will increase.""
+}",C,Inflation will decrease and unemployment will increase.,,
+naep_sci_22,naep,economics,The Market Economy,,Which of the following is most likely to reduce the number of people who own their own homes?,"{
+    ""A"": ""Removing controls on rent so that apartment rents can rise"",
+    ""B"": ""Increasing the property tax rates on rental property"",
+    ""C"": ""Eliminating tax advantages for homeowners on federal income taxes"",
+    ""D"": ""Offering a discount on homeowners insurance expenses for first-time buyers""
+}",C,Eliminating tax advantages for homeowners on federal income taxes,,
+naep_sci_23,naep,economics,The National Economy,,What is most likely to happen following a decrease in demand for consumer loans?,"{
+    ""A"": ""Interest rates will increase."",
+    ""B"": ""Interest rates will decrease."",
+    ""C"": ""Federal government spending will decrease."",
+    ""D"": ""Federal government spending will increase.""
+}",B,Interest rates will decrease.,,
+naep_sci_24,naep,economics,The Market Economy,,"Carol owns a T-shirt shop in a busy tourist town. Because she has many competitors, she has no control over the price of T-shirts. If Carol's rent for the store space doubles, which of the following is most likely to occur?","{
+    ""A"": ""Her profits will decrease."",
+    ""B"": ""Her revenues will decrease."",
+    ""C"": ""Her sales of T-shirts will increase."",
+    ""D"": ""Her inventory will increase.""
+}",A,Her profits will decrease.,,
+naep_sci_25,naep,economics,The Market Economy,,Which of the following best describes an opportunity cost for a student who chooses to quit a full-time job to go to college?,"{
+    ""A"": ""Paying state and federal income tax"",
+    ""B"": ""Having a higher level of education"",
+    ""C"": ""Giving up current wages and benefits"",
+    ""D"": ""Paying for housing and meals""
+}",C,Giving up current wages and benefits,,
+naep_sci_26,naep,economics,The Market Economy,,"Fred purchased shares of stock in a fast-food corporation for $10,000. Maria is sole proprietor of a fastfood restaurant that she purchased for $10,000. Which of the following statements best describes the maximum amount that Fred and Maria can lose on their investments?","{
+    ""A"": ""Fred can lose only $10,000, but Maria can lose more."",
+    ""B"": ""Maria can lose only $10,000, but Fred can lose more."",
+    ""C"": ""Both Fred and Maria can lose only $10,000."",
+    ""D"": ""Both Fred and Maria can lose more than $10,000.""
+}",A,"Fred can lose only $10,000, but Maria can lose more.",,
+naep_sci_27,naep,economics,The National Economy,,In which of the following situations would an economist recommend expanding an existing government program?,"{
+    ""A"": ""When the total cost of the program is greater than the total benefits produced by the program"",
+    ""B"": ""When the total benefits produced by the program are greater than the total cost of the program"",
+    ""C"": ""When the additional benefits of expanding the program are greater than the additional costs"",
+    ""D"": ""When the additional costs of expanding the program are greater than the additional benefits""
+}",C,When the additional benefits of expanding the program are greater than the additional costs,,
+naep_sci_28,naep,economics,The Market Economy,,Resource allocation in competitive markets is primarily guided by which of the following?,"{
+    ""A"": ""The interaction of supply and demand"",
+    ""B"": ""Regulations established by governments"",
+    ""C"": ""Negotiations between labor unions and management"",
+    ""D"": ""Investment decisions made by commercial banks""
+}",A,The interaction of supply and demand,,
+naep_sci_29,naep,economics,The National Economy,,Which of the following is one way in which economic growth can help a nation reduce its poverty level and increase its standard of living?,"{
+    ""A"": ""Economic growth increases the demand for imports, thereby raising the demand for foreign exchange."",
+    ""B"": ""Economic growth increases the supply of labor, thereby increasing wages."",
+    ""C"": ""Economic growth increases disposable income, thereby decreasing the demand for luxury items."",
+    ""D"": ""Economic growth increases the demand for labor, thereby raising income levels.""
+}",D,"Economic growth increases the demand for labor, thereby raising income levels.",,
+naep_sci_30,naep,economics,The Market Economy,,"Last year Emery's annual salary was $20,000. At the end of the year, Emery received a $2,000 raise. Six months later the company increased Emery's salary again because he finished his master's degree. His new salary is $25,000. What is the additional benefit of his having earned a master's degree?","{
+    ""A"": ""$25,000"",
+    ""B"": ""$22,000"",
+    ""C"": ""$5,000"",
+    ""D"": ""$3,000""
+}",D,"$3,000",,
+naep_sci_31,naep,economics,The International Economy,,Which of the following must be true if a country has a comparative advantage in the production of computers?,"{
+    ""A"": ""It has a lower opportunity cost in producing computers than do its trading partners."",
+    ""B"": ""It has more workers producing computers than do its trading partners."",
+    ""C"": ""It has less advanced technology in producing computers than do its trading partners."",
+    ""D"": ""It imports more computers than do its trading partners.""
+}",A,It has a lower opportunity cost in producing computers than do its trading partners.,,
+naep_sci_32,naep,economics,The Market Economy,Local School District Hires New Teachers,The headline above refers to which of the following productive resources?,"{
+    ""A"": ""Natural resources"",
+    ""B"": ""Human resources"",
+    ""C"": ""Capital goods"",
+    ""D"": ""Renewable resources""
+}",B,Human resources,,
+naep_sci_33,naep,economics,The Market Economy,,Which of the following is a characteristic of a market economy?,"{
+    ""A"": ""Prices are determined by the interaction of buyers and sellers."",
+    ""B"": ""Government determines the quantity of goods purchased."",
+    ""C"": ""Tax policies are used to eliminate scarcity."",
+    ""D"": ""Deregulation serves to limit most imports.""
+}",A,Prices are determined by the interaction of buyers and sellers.,,
+naep_sci_34,naep,economics,The National Economy,,Which of the following policies would most likely increase a country's long-term economic growth?,"{
+    ""A"": ""Encouraging more energy consumption"",
+    ""B"": ""Encouraging business investment in equipment"",
+    ""C"": ""Increasing government spending on retirement payments"",
+    ""D"": ""Increasing the growth of the money supply""
+}",B,Encouraging business investment in equipment,,
+naep_sci_35,naep,economics,The National Economy,,Which of the following conditions must Marta meet to be counted as unemployed?,"{
+    ""A"": ""She must be working part-time."",
+    ""B"": ""She must have been fired from her previous job."",
+    ""C"": ""She must have been out of work for at least eight weeks."",
+    ""D"": ""She must be out of work and actively looking for a job.""
+}",D,She must be out of work and actively looking for a job.,,
+naep_sci_36,naep,economics,The National Economy,,Which of the following is the most commonly used measure of inflation?,"{
+    ""A"": ""Gross domestic product"",
+    ""B"": ""Index of Leading Economic Indicators"",
+    ""C"": ""Consumer price index"",
+    ""D"": ""Dow Jones Industrial Average""
+}",C,Consumer price index,,
+naep_sci_37,naep,economics,The National Economy,,Suppose a large increase in government borrowing competes with private borrowing. What would most likely happen to interest rates and business investment?,"{
+    ""A"": ""DecreaseDecrease"",
+    ""B"": ""DecreaseIncrease"",
+    ""C"": ""IncreaseDecrease"",
+    ""D"": ""IncreaseIncrease""
+}",C,Increase Decrease,,
+naep_sci_38,naep,economics,The Market Economy,,Which statement best explains why all countries face the problem of scarcity?,"{
+    ""A"": ""Governments spend too much money."",
+    ""B"": ""Increases in inflation have an impact on economic choices."",
+    ""C"": ""Changes in demand and supply occur."",
+    ""D"": ""People's wants are greater than their resources.""
+}",D,People's wants are greater than their resources.,,
+naep_sci_39,naep,economics,The National Economy,"A city currently has one recreation center to serve its young people. To reduce crime, the city is considering building a second recreation center to provide more young people with healthy alternative activities.","According to economic reasoning, under what conditions should the city build a second center?","{
+    ""A"": ""If the second center is expected to be used more than half the time"",
+    ""B"": ""If the second center is expected to reduce the crime rate by 10%"",
+    ""C"": ""When the cost of the second center is expected to be less than the benefits from it"",
+    ""D"": ""When the total cost of both of the recreation centers is expected to be less than their total benefits""
+}",C,When the cost of the second center is expected to be less than the benefits from it,,
+naep_sci_40,naep,economics,The Market Economy,,Which of the following is a form of business organization that offers limited liability to its owners and helps them raise financial capital?,"{
+    ""A"": ""Sole proprietorship"",
+    ""B"": ""Monopoly"",
+    ""C"": ""Corporation"",
+    ""D"": ""Consultancy""
+}",C,Corporation,,
+naep_sci_41,naep,economics,The National Economy,,Which of the following will increase the money supply in the United States?,"{
+    ""A"": ""The Federal Reserve raises the discount rate."",
+    ""B"": ""A company sells shares of a new stock offering."",
+    ""C"": ""A customer pays a monthly credit card bill."",
+    ""D"": ""A bank makes a loan to a business.""
+}",D,A bank makes a loan to a business.,,
+naep_sci_42,naep,economics,The National Economy,,"Assume that the current interest rate is 7 percent and that the current rate of inflation is 3 percent. Under these conditions, which of the following is the real interest rate?","{
+    ""A"": ""3 percent"",
+    ""B"": ""4 percent"",
+    ""C"": ""7 percent"",
+    ""D"": ""10 percent""
+}",B,4 percent,,
+naep_sci_43,naep,economics,The International Economy,,Country X and Country Y are trading partners. Country X has a comparative advantage in the production of cars. Country Y has a comparative advantage in the production of wheat. Which of the following events would most likely change the comparative advantages of these countries?,"{
+    ""A"": ""A new dam floods half the farmland in Country Y."",
+    ""B"": ""The price of bread in Country X decreases."",
+    ""C"": ""Country X removes its tariff on automobiles."",
+    ""D"": ""The value of Country X's currency increases.""
+}",A,A new dam floods half the farmland in Country Y.,,
+naep_sci_44,naep,economics,The Market Economy,,Which of the following would give a business more control over the price of its product?,"{
+    ""A"": ""A decrease in consumers' incomes"",
+    ""B"": ""A decrease in the number of competitors in the market"",
+    ""C"": ""An increase in the number of substitute goods available"",
+    ""D"": ""An increase in the cost of production""
+}",B,A decrease in the number of competitors in the market,,
+naep_sci_45,naep,economics,The International Economy,,"Under a flexible exchange rate system, the international value of a country's currency is determined primarily by which of the following in the foreign exchange market?","{
+    ""A"": ""The educational achievements of the country's population"",
+    ""B"": ""The quality and availability of the country's technology"",
+    ""C"": ""The supply of and demand for the country's currency"",
+    ""D"": ""The strength of the country's industries""
+}",C,The supply of and demand for the country's currency,,
+naep_sci_1,naep,science,life_science,,The carbon from carbon dioxide in the atmosphere is converted to carbohydrates in plants during which process?,"{
+    ""A"": ""Respiration"",
+    ""B"": ""Evaporation"",
+    ""C"": ""Transpiration"",
+    ""D"": ""Photosynthesis""
+}",,Photosynthesis,,D
+naep_sci_2,naep,science,earth_environmental,,How did these changes affect the rock record?,"{
+    ""A"": ""Fossils were more frequently preserved."",
+    ""B"": ""Sediments in the ocean basins were deposited more slowly."",
+    ""C"": ""The amount of coal being produced in Earth's crust decreased."",
+    ""D"": ""Shale and sandstone 'red beds' containing iron oxide formed.""
+}",,Shale and sandstone 'red beds' containing iron oxide formed.,"The first photosynthetic organisms developed early in Earth's history. Over time, these photosynthetic organisms caused dramatic changes in Earth's atmosphere.",D
+naep_sci_3,naep,science,earth_environmental,,Which process releases  $\text{CO}_2$  into the atmosphere?,"{
+    ""A"": ""Condensation"",
+    ""B"": ""Photosynthesis"",
+    ""C"": ""Shell formation in seawater"",
+    ""D"": ""Volcanic eruption""
+}",,Volcanic eruption,,D
+naep_sci_4,naep,science,life_science,,Which subunit makes up protein molecules?,"{
+    ""A"": ""Amino acid"",
+    ""B"": ""Simple sugar"",
+    ""C"": ""Fatty acid"",
+    ""D"": ""Nucleic acid""
+}",,Amino acid,,A
+naep_sci_5,naep,science,earth_environmental,,Which phenomenon results primarily from Earth's internal sources of heat?,"{
+    ""A"": ""Melting of glaciers"",
+    ""B"": ""Formation of hot deserts"",
+    ""C"": ""Evaporation of ocean water"",
+    ""D"": ""Development of hot springs""
+}",,Development of hot springs,,D
+naep_sci_6,naep,science,life_science,,"In which order are the plants most likely to appear, from earliest to latest?","{
+    ""A"": ""Mosses and lichens, grasses, shrubs, pines, oaks"",
+    ""B"": ""Grasses, shrubs, pines, mosses and lichens, oaks"",
+    ""C"": ""Shrubs, grasses, mosses and lichens, oaks, pines"",
+    ""D"": ""Pines, mosses and lichens, shrubs, oaks, grasses""
+}",,"Mosses and lichens, grasses, shrubs, pines, oaks","Heavy rain on a hillside has caused a rockslide. All vegetation has disappeared. Gradually, plant life moves back into the area and species are replaced by other species.",A
+naep_sci_7,naep,science,physical_science,,Ice floats on water. Which statement best explains why?,"{
+    ""A"": ""A molecule of liquid water has a greater mass than a molecule of solid ice."",
+    ""B"": ""A molecule of liquid water has a smaller volume than a molecule of solid ice."",
+    ""C"": ""The molecules of liquid water are closer together than the molecules of solid ice."",
+    ""D"": ""The molecules of liquid water are freer to move than the molecules of solid ice.""
+}",,The molecules of liquid water are closer together than the molecules of solid ice.,,C
+act_mat_1,act,maths,functions,"A function,$f$, is defined by the equation$f(x) = x^2 + 5$.",What is$f(3) + 1$?,"{
+    ""A"": ""9"",
+    ""B"": ""11"",
+    ""C"": ""12"",
+    ""D"": ""15""
+}",C,12,,
+act_mat_2,act,maths,number_quantity,Given$b = 40$and$c = -16$,$b + c$is equal to the product of$-4$and what number?,"{
+    ""A"": ""-14"",
+    ""B"": ""-6"",
+    ""C"": ""6"",
+    ""D"": ""14""
+}",D,14,,
+act_mat_3,act,maths,number_quantity,It takes Collin 24 minutes to walk to school in the morning.,What fraction of his 24-hour day is spent walking to school in the morning?,"{
+    ""A"": ""$\frac{1}{1,440}$"",
+    ""B"": ""$\frac{1}{60}$"",
+    ""C"": ""$\frac{1}{24}$"",
+    ""D"": ""$\frac{1}{12}$""
+}",D,$\frac{1}{12}$,,
+act_mat_4,act,maths,geometry,"A certain triangle has interior angle measures of$(6x)^\circ$,$(2x)^\circ$, and$x^\circ$.",What is the value of$x$?,"{
+    ""A"": ""9"",
+    ""B"": ""12"",
+    ""C"": ""20"",
+    ""D"": ""57""
+}",D,57,,
+act_mat_5,act,maths,algebra,Which of the following matrices is equal to$6 \begin{bmatrix} -5 & 3 \\ 0 & -4 \end{bmatrix}$?,Which of the following matrices is equal to$6 \begin{bmatrix} -5 & 3 \\ 0 & -4 \end{bmatrix}$?,"{
+    ""A"": ""$\begin{bmatrix} -30 & -6 \end{bmatrix}$"",
+    ""B"": ""$\begin{bmatrix} 1 & 9 \\ 6 & 2 \end{bmatrix}$"",
+    ""C"": ""$\begin{bmatrix} -\frac{5}{6} & \frac{1}{2} \\ 0 & -\frac{2}{3} \end{bmatrix}$"",
+    ""D"": ""$\begin{bmatrix} -30 & 18 \\ 0 & -24 \end{bmatrix}$""
+}",D,$\begin{bmatrix} -30 & 18 \\ 0 & -24 \end{bmatrix}$,,
+act_mat_6,act,maths,functions,"An object is launched vertically at 30 meters per second from a 55-meter-tall platform. The height,$h(t)$meters, of the object$t$seconds after launch is modeled by$h(t) = -4.9t^2 + 30t + 55$.","What will be the height, in meters, of the object 3 seconds after launch?","{
+    ""A"": ""44.1"",
+    ""B"": ""100.9"",
+    ""C"": ""145"",
+    ""D"": ""189.1""
+}",C,145,,
+act_mat_7,act,maths,algebra,Given the function$f(x) = 4x^2 - 14x + 12$,Which of the following expressions is equivalent to$f(x)$?,"{
+    ""A"": ""$(-2x + 4)(2x + 3)$"",
+    ""B"": ""$(2x - 4)(2x - 3)$"",
+    ""C"": ""$(2x - 4)(2x + 3)$"",
+    ""D"": ""$(2x - 3)(2x + 4)$""
+}",B,$(2x - 4)(2x - 3)$,,
+act_mat_8,act,maths,algebra,Which of the following is equivalent to$(6x + 3y) - (y - 2x)$?,Which of the following is equivalent to$(6x + 3y) - (y - 2x)$?,"{
+    ""A"": ""$4x + 2y$"",
+    ""B"": ""$5x + y$"",
+    ""C"": ""$5x + 5y$"",
+    ""D"": ""$8x + 2y$""
+}",A,$4x + 2y$,,
+act_mat_9,act,maths,number_quantity,"Bryce owns an apartment building. He charges $325 per month for each 1-bedroom apartment and $410 per month for each 2-bedroom apartment. Bryce charged a total of $4,905 in rent for 13 apartments this month.",How many 1-bedroom apartments did Bryce charge for this month?,"{
+    ""A"": ""5"",
+    ""B"": ""6"",
+    ""C"": ""7"",
+    ""D"": ""8""
+}",A,5,,
+act_mat_10,act,maths,algebra,For what value of$n$does the quadratic equation$x^2 - 4x + n = 0$have solutions of$x = 7$and$x = -3$?,For what value of$n$does the quadratic equation$x^2 - 4x + n = 0$have solutions of$x = 7$and$x = -3$?,"{
+    ""A"": ""-21"",
+    ""B"": ""-4"",
+    ""C"": ""4"",
+    ""D"": ""10""
+}",C,4,,
+act_mat_11,act,maths,geometry,The lengths of corresponding sides of 2 similar right triangles are in the ratio 4:5. The hypotenuse of the smaller triangle is 20 inches long.,How many inches long is the hypotenuse of the larger triangle?,"{
+    ""A"": ""9"",
+    ""B"": ""20"",
+    ""C"": ""21"",
+    ""D"": ""25""
+}",D,25,,
+act_mat_12,act,maths,geometry,"A circle in the standard$(x,y)$coordinate plane has its center at$(3,-4)$and passes through$(0,0)$.",Which of the following is an equation for that circle?,"{
+    ""A"": ""$x^2 + y^2 = 5$"",
+    ""B"": ""$(x - 3)^2 + (y + 4)^2 = 25$"",
+    ""C"": ""$(x + 3)^2 + (y - 4)^2 = 7$"",
+    ""D"": ""$(x + 3)^2 + (y - 4)^2 = 25$""
+}",B,$(x - 3)^2 + (y + 4)^2 = 25$,,
+act_mat_13,act,maths,number_quantity,$\sqrt{112} + \sqrt{63} + \sqrt{175} = ?$,$\sqrt{112} + \sqrt{63} + \sqrt{175} = ?$,"{
+    ""A"": ""$7\sqrt{12}$"",
+    ""B"": ""$7\sqrt{50}$"",
+    ""C"": ""$12\sqrt{7}$"",
+    ""D"": ""$60\sqrt{7}$""
+}",C,$12\sqrt{7}$,,
+act_mat_14,act,maths,number_quantity,"The sum of 3 positive integers is 180, and the ratio of the integers is 5:3:2.",What is the value of the smallest of the integers?,"{
+    ""A"": ""18"",
+    ""B"": ""36"",
+    ""C"": ""54"",
+    ""D"": ""902""
+}",D,902,,
+act_mat_15,act,maths,statistics_probability,Jeremy reaches into a box in the closet. The box contains 10 gloves that make up 5 matching pairs. He picks 1 glove at random and puts it on. Then he picks another glove at random.,What is the probability that he has picked a matching pair?,"{
+    ""A"": ""$\frac{1}{9}$"",
+    ""B"": ""$\frac{1}{5}$"",
+    ""C"": ""$\frac{4}{9}$"",
+    ""D"": ""$\frac{1}{2}$""
+}",D,$\frac{1}{2}$,,
+act_mat_16,act,maths,number_quantity,"During an event, a store gave a free T-shirt to every 24th customer that entered the store and a free gift certificate to every 60th customer that entered the store. Given that 500 customers entered the store during the event.",How many customers received both a free T-shirt and a free gift certificate?,"{
+    ""A"": ""2"",
+    ""B"": ""4"",
+    ""C"": ""12"",
+    ""D"": ""24""
+}",A,2,,
+act_mat_17,act,maths,statistics_probability,"Cameron's bookshelf has 3 books with a rating of 10, 5 books with a rating of 100, and 2 books with a rating of 70. There are no other books on the bookshelf.","What is the expected value, to the nearest whole number, of the rating of a book randomly selected from Cameron's bookshelf?","{
+    ""A"": ""18"",
+    ""B"": ""60"",
+    ""C"": ""67"",
+    ""D"": ""85""
+}",C,67,,
+act_mat_18,act,maths,algebra,"The 1st term of a certain sequence is -10, and the 2nd term is 1. Each subsequent term is obtained by adding the 2 immediately preceding terms.",What is the 5th term of this sequence?,"{
+    ""A"": ""-23"",
+    ""B"": ""-17"",
+    ""C"": ""19"",
+    ""D"": ""34""
+}",B,-17,,
+act_mat_19,act,maths,algebra,Which of the following values is the y-value of the solution to the given system of equations?,Which of the following values is the y-value of the solution to the given system of equations?,"{
+    ""A"": ""$y = -2\frac{1}{2}$"",
+    ""B"": ""$y = -2$"",
+    ""C"": ""$y = -\frac{3}{4}$"",
+    ""D"": ""$y = 5$""
+}",B,$y = -2$,,
+act_mat_20,act,maths,geometry,The vertex angle of an isosceles triangle is$40^\circ$.,What is the measure of a base angle?,"{
+    ""A"": ""$40^\circ$"",
+    ""B"": ""$70^\circ$"",
+    ""C"": ""$100^\circ$"",
+    ""D"": ""$140^\circ$""
+}",A,$40^\circ$,,
+act_mat_21,act,maths,geometry,"A scale model, where 1 coordinate unit represents 1 mile, is drawn in the standard$(x,y)$coordinate plane. Angelo's house is at$(4,-3)$, Ella's house is at$(4,7)$, Troy's house is at$(-2,7)$, and Yoko's house is at$(-2,-3)$.","Which of the following is closest to the area, in square miles, of the rectangle whose vertices are the real locations of the 4 houses?","{
+    ""A"": ""32"",
+    ""B"": ""36"",
+    ""C"": ""60"",
+    ""D"": ""100""
+}",B,36,,
+act_mat_22,act,maths,functions,"Let the function$f$be defined as$f(x) = -9x^2$. In the standard$(x,y)$coordinate plane, the graph of$y=f(x)$undergoes a transformation such that the result is the graph of$y=f(x)-4$.",Under this transformation the graph of$y=f(x)$is:,"{
+    ""A"": ""shifted downward 4 coordinate units."",
+    ""B"": ""shifted left 4 coordinate units."",
+    ""C"": ""stretched horizontally by a factor of 4."",
+    ""D"": ""stretched vertically by a factor of 4.""
+}",D,stretched vertically by a factor of 4.,,
+act_mat_23,act,maths,statistics_probability,"Deon often flies his kite. He can only fly his kite on days with wind. He does not fly his kite on every day with wind. For any given day, let Event *A* be that there is wind and let Event *B* be that Deon flies his kite.",Which of the following values can$P(A \text{ and } B)$be?,"{
+    ""A"": ""0"",
+    ""B"": ""0.5"",
+    ""C"": ""1"",
+    ""D"": ""1.5""
+}",D,1.5,,
+act_mat_24,act,maths,algebra,"Whenever$\frac{-3x^3 + 12x}{x^3 - x^2 - 6x}$is defined, it is equivalent to:","Whenever$\frac{-3x^3 + 12x}{x^3 - x^2 - 6x}$is defined, it is equivalent to:","{
+    ""A"": ""-2"",
+    ""B"": ""$\frac{1}{x+3}$"",
+    ""C"": ""$\frac{6-3x}{x+3}$"",
+    ""D"": ""$\frac{6-3x}{x-3}$""
+}",C,$\frac{6-3x}{x+3}$,,
+act_mat_25,act,maths,algebra,"The roots of a polynomial equation are 0, 2, and -5.",Which of the following is a factored form of the equation?,"{
+    ""A"": ""$(x-2)(x+5) = 0$"",
+    ""B"": ""$x(x-2)(x+5) = 0$"",
+    ""C"": ""$x(x+2)(x-5) = 0$"",
+    ""D"": ""$(x-2)(x+5) = x$""
+}",B,$x(x-2)(x+5) = 0$,,
+act_mat_26,act,maths,algebra,"If$\frac{3x-y}{x+y} = \frac{5}{8}$, then$\frac{x}{y} = ?$","If$\frac{3x-y}{x+y} = \frac{5}{8}$, then$\frac{x}{y} = ?$","{
+    ""A"": ""$\frac{2}{19}$"",
+    ""B"": ""$\frac{13}{19}$"",
+    ""C"": ""$\frac{5}{8}$"",
+    ""D"": ""$\frac{13}{7}$""
+}",B,$\frac{13}{19}$,,
+act_mat_27,act,maths,algebra,"Let the slope of$3x+2y=5$be$m_1$, and the slope of$6x+4y=7$be$m_2$.",Which of the following is true?,"{
+    ""A"": ""$m_1 = m_2$"",
+    ""B"": ""$m_1 = 2m_2$"",
+    ""C"": ""$2m_1 = m_2$"",
+    ""D"": ""$7m_1 = 5m_2$""
+}",A,$m_1 = m_2$,,
+act_mat_28,act,maths,functions,The piecewise functions$f$and$g$are given.,What is the value of$f(g(-1))$?,"{
+    ""A"": ""-16"",
+    ""B"": ""-7"",
+    ""C"": ""-5"",
+    ""D"": ""-1""
+}",A,-16,,
+act_mat_29,act,maths,functions,"Let$f$be defined by$f(x) = 4x + 7$. Let$g$be defined by$g(x) = -2x^2 + 11x + 1$. The graphs of$y = f(x)$and$y = g(x)$intersect at one of the following$(x,y)$points.",Which one?,"{
+    ""A"": ""$(-2,-1)$"",
+    ""B"": ""$(1\frac{1}{2},13)$"",
+    ""C"": ""$(2,1\frac{1}{2})$"",
+    ""D"": ""$(13,-1)$""
+}",C,"$(2,1\frac{1}{2})$",,
+act_mat_30,act,maths,number_quantity,"Given that$i$is the imaginary unit, which of the following numbers is equal to$(7 + 4i)^2$?","Given that$i$is the imaginary unit, which of the following numbers is equal to$(7 + 4i)^2$?","{
+    ""A"": ""33"",
+    ""B"": ""65"",
+    ""C"": ""$14 + 8i$"",
+    ""D"": ""$33 + 56i$""
+}",D,$33 + 56i$,,
+act_mat_31,act,maths,number_quantity,"The product of 2 complex numbers,$x$and$y$, is a real number that is irrational.",Which of the following statements **cannot** be true?,"{
+    ""A"": ""Both$x$and$y$are rational."",
+    ""B"": ""Both$x$and$y$are imaginary."",
+    ""C"": ""The product of$x$and$y$is$\sqrt{2}$."",
+    ""D"": ""The product of$x$and$y$is negative.""
+}",D,The product of$x$and$y$is negative.,,
+act_mat_32,act,maths,functions,The real solution of the equation$3e^x = 12$is:,The real solution of the equation$3e^x = 12$is:,"{
+    ""A"": ""$\ln 4$"",
+    ""B"": ""$3\ln 12$"",
+    ""C"": ""$4^e$"",
+    ""D"": ""$\frac{\ln 12}{3}$""
+}",A,$\ln 4$,,
+act_mat_33,act,maths,algebra,"It took Sam$x$minutes to bike the$d$miles from home to work. Returning home on the same route, it took Sam$y$minutes. On the way home his average speed was 2 times his average speed on the way to work.",Which of the following equations gives$y$in terms of$x$?,"{
+    ""A"": ""$y = \frac{x}{2}$"",
+    ""B"": ""$y = x - 2$"",
+    ""C"": ""$y = x + 2$"",
+    ""D"": ""$y = 2x$""
+}",A,$y = \frac{x}{2}$,,
+act_mat_34,act,maths,functions,Given that$f(x) = \sqrt[3]{2x - 1}$,"Which of the following expressions is the inverse function,$f^{-1}(x)$?","{
+    ""A"": ""$\frac{1}{\sqrt[3]{2x - 1}}$"",
+    ""B"": ""$\sqrt[3]{\frac{x+1}{2}}$"",
+    ""C"": ""$\frac{x^3 + 1}{2}$"",
+    ""D"": ""$(2x - 1)^3$""
+}",B,$\sqrt[3]{\frac{x+1}{2}}$,,
+act_mat_35,act,maths,statistics_probability,,"Cameron took 4 tests, and his scores were as follows: 100, 60, 80, and 30. Cameron took another test that was scored$x$. The mean score of the 5 tests he took is 72. What is the value of$x$?","{
+    ""A"": ""54"",
+    ""B"": ""67.5"",
+    ""C"": ""68.4"",
+    ""D"": ""90""
+}",D,90,,
+act_mat_36,act,maths,geometry,,"In$\triangle ABC$,$\angle A$and$\angle C$are congruent, and the measure of$\angle B$is$143.6^\circ$. What is the measure of$\angle A$?","{
+    ""A"": ""$18.2^\circ$"",
+    ""B"": ""$36.4^\circ$"",
+    ""C"": ""$71.8^\circ$"",
+    ""D"": ""$143.6^\circ$""
+}",F,$18.2^\circ$,,
+act_mat_37,act,maths,algebra,,Which of the following expressions is equivalent to$x^2 - x - 30$?,"{
+    ""A"": ""$(x+3)(x-10)$"",
+    ""B"": ""$(x+6)(x-5)$"",
+    ""C"": ""$(x-6)(x+5)$"",
+    ""D"": ""$(x-15)(x-15)$""
+}",C,$(x-6)(x+5)$,,
+act_mat_38,act,maths,number_quantity,,Which of the following matrices is equal to$5 \begin{bmatrix} -4 & 2 \\ 0 & -5 \end{bmatrix}$?,"{
+    ""A"": ""$\begin{bmatrix} -20 & -15 \end{bmatrix}$"",
+    ""B"": ""$\begin{bmatrix} -10 \\ -25 \end{bmatrix}$"",
+    ""C"": ""$\begin{bmatrix} 1 & 7 \\ 5 & 0 \end{bmatrix}$"",
+    ""D"": ""$\begin{bmatrix} -20 & 10 \\ 0 & -25 \end{bmatrix}$""
+}",J,$\begin{bmatrix} -20 & 10 \\ 0 & -25 \end{bmatrix}$,,
+act_mat_39,act,maths,number_quantity,Lavonne purchased some tickets and snack vouchers for an upcoming event and gave them to the members of her work group. Each member of her work group received the same number of tickets and the same number of snack vouchers.,"The total number of tickets she gave to her group was 30, and the total number of snack vouchers was 75. Which of the following could be the number of members in Lavonne's work group?","{
+    ""A"": ""10"",
+    ""B"": ""15"",
+    ""C"": ""25"",
+    ""D"": ""30""
+}",B,15,,
+act_mat_40,act,maths,algebra,"The initial speed, in miles per hour, of a certain car that skids to a stop can be estimated by multiplying the length of the skid, in feet, by 35 and then taking the square root of the product.","According to this method, what is the estimated initial speed, in miles per hour, of the car when it makes a 108-foot skid?","{
+    ""A"": ""$\sqrt{143}$"",
+    ""B"": ""$7\sqrt{105}$"",
+    ""C"": ""$6\sqrt{105}$"",
+    ""D"": ""$210\sqrt{3}$""
+}",H,$6\sqrt{105}$,,
+act_mat_41,act,maths,algebra,,"If$6y = 5x - 1$, then$x =$?","{
+    ""A"": ""$\frac{6}{5}y - 1$"",
+    ""B"": ""$\frac{6}{5}y + 1$"",
+    ""C"": ""$\frac{6y - 1}{5}$"",
+    ""D"": ""$\frac{6y + 1}{5}$""
+}",D,$\frac{6y + 1}{5}$,,
+act_mat_42,act,maths,number_quantity,A boat is traveling at a speed of 30 miles per hour.,"What is the boat's speed in feet per second? (Note: 1 mile = 5,280 feet)","{
+    ""A"": ""20"",
+    ""B"": ""30"",
+    ""C"": ""44"",
+    ""D"": ""176""
+}",H,44,,
+act_mat_43,act,maths,functions,"An object is launched vertically at 30 meters per second from a 55-meter-tall platform. The height,$h(t)$meters, of the object$t$seconds after launch is modeled by$h(t) = -4.9t^2 + 30t + 55$.","What will be the height, in meters, of the object 3 seconds after launch?","{
+    ""A"": ""44.1"",
+    ""B"": ""100.9"",
+    ""C"": ""145"",
+    ""D"": ""189.1""
+}",B,100.9,,
+act_mat_44,act,maths,statistics_probability,The whole numbers 1 through 30 were each written on separate pieces of paper. Those 30 pieces of paper were put into a jar. One piece of paper will be randomly drawn from this jar.,What is the probability that this piece of paper will have a prime number written on it?,"{
+    ""A"": ""$\frac{1}{30}$"",
+    ""B"": ""$\frac{1}{20}$"",
+    ""C"": ""$\frac{1}{10}$"",
+    ""D"": ""$\frac{10}{30}$""
+}",J,$\frac{10}{30}$,,
+act_mat_45,act,maths,geometry,"For an angle with measure$\alpha$in a right triangle,$\sin \alpha = \frac{5}{13}$and$\tan \alpha = \frac{5}{12}$.",What is the value of$\cos \alpha$?,"{
+    ""A"": ""$\frac{12}{13}$"",
+    ""B"": ""$\frac{12}{\sqrt{194}}$"",
+    ""C"": ""$\frac{12}{\sqrt{119}}$"",
+    ""D"": ""$\frac{13}{12}$""
+}",A,$\frac{12}{13}$,,
+act_mat_46,act,maths,algebra,,"Which of the following values, if any, is the y-value of the solution set to the system of equations below?$$\begin{aligned}2x - y &= 7 \\ -4x + 2y &= 2\end{aligned}$$","{
+    ""A"": ""2"",
+    ""B"": ""5"",
+    ""C"": ""9"",
+    ""D"": ""There is no such value for y.""
+}",J,There is no such value for y.,,
+act_mat_47,act,maths,algebra,,Which of the following expressions is equivalent to$(y + 7)^3$?,"{
+    ""A"": ""$y^3 + 21y^2 + 147y + 343$"",
+    ""B"": ""$y^3 + 14y + 343$"",
+    ""C"": ""$y^3 + 14y + 49$"",
+    ""D"": ""$y^3 + 343$""
+}",A,$y^3 + 21y^2 + 147y + 343$,,
+act_mat_48,act,maths,number_quantity,"The sum of 3 positive integers is 180, and the ratio of the integers is 5:3:2.",What is the value of the smallest of the integers?,"{
+    ""A"": ""18"",
+    ""B"": ""36"",
+    ""C"": ""54"",
+    ""D"": ""90""
+}",G,36,,
+act_mat_49,act,maths,algebra,,Which of the following expressions is equivalent to$(x^2 - y^2) - (6x^2 + 4xy - y^2)$?,"{
+    ""A"": ""$-5x^2 - 4xy$"",
+    ""B"": ""$-5x^2 + 4xy - 2y^2$"",
+    ""C"": ""$7x^2 + 4xy - 2y^2$"",
+    ""D"": ""$7x^2 + 4xy + 2y^2$""
+}",A,$-5x^2 - 4xy$,,
+act_mat_50,act,maths,number_quantity,"Given$i = \sqrt{-1}$,",what is$\sqrt{9} + \sqrt{-16}$?,"{
+    ""A"": ""$7i$"",
+    ""B"": ""$i\sqrt{7}$"",
+    ""C"": ""$3 - 4i$"",
+    ""D"": ""$3 + 4i$""
+}",J,$3 + 4i$,,
+act_mat_51,act,maths,algebra,"The first 5 terms of an arithmetic sequence are 7, 21, 35, 49, and 63. Let$t_n$represent the$n$th term of the sequence.",What is the value of$t_{25}$?,"{
+    ""A"": ""175"",
+    ""B"": ""343"",
+    ""C"": ""357"",
+    ""D"": ""371""
+}",B,343,,
+act_mat_52,act,maths,geometry,"At a certain time of day, a flagpole casts a 9.0-foot-long shadow and a nearby 4.0-foot-tall fence post casts a 2.4-foot-long shadow. Given that both the flagpole and the fence post are vertical and on level ground,","what is the height, in feet, of the flagpole?","{
+    ""A"": ""5.4"",
+    ""B"": ""10.6"",
+    ""C"": ""15.0"",
+    ""D"": ""15.4""
+}",H,15.0,,
+act_mat_53,act,maths,number_quantity,"In a particular cleaning solution, the ratio of concentrated solution to water is 3:40.",How many cups of concentrated solution should be added to 5 gallons of water to make the cleaning solution in the given ratio? (Note: 4 cups = 1 quart; 4 quarts = 1 gallon),"{
+    ""A"": ""12"",
+    ""B"": ""6"",
+    ""C"": ""$1\frac{1}{2}$"",
+    ""D"": ""$\frac{3}{8}$""
+}",G,6,,
+act_mat_54,act,maths,functions,Let$f(t) = 7e^{3t} + 1$.,Which of the following numbers is closest to the value of$f(5)$?,"{
+    ""A"": ""$-2 \times 10^{-1}$"",
+    ""B"": ""$3 \times 10^{2}$"",
+    ""C"": ""$2 \times 10^{7}$"",
+    ""D"": ""$6 \times 10^{7}$""
+}",C,$2 \times 10^{7}$,,
+act_mat_55,act,maths,geometry,,Which of the following expresses$40^\circ$in radians?,"{
+    ""A"": ""$\frac{2}{9\pi}$"",
+    ""B"": ""$\frac{2\pi}{9}$"",
+    ""C"": ""$\frac{9\pi}{2}$"",
+    ""D"": ""$\frac{7,200}{\pi}$""
+}",G,$\frac{2\pi}{9}$,,
+act_mat_56,act,maths,functions,"Let the function$f$be defined as$f(x) = -9x^2$. In the standard$(x,y)$coordinate plane, the graph of$y=f(x)$undergoes a transformation such that the result is the graph of$y=f(x)-4$.",Under this transformation the graph of$y=f(x)$is:,"{
+    ""A"": ""shifted downward 4 coordinate units."",
+    ""B"": ""shifted left 4 coordinate units."",
+    ""C"": ""stretched horizontally by a factor of 4."",
+    ""D"": ""stretched vertically by a factor of 4.""
+}",A,shifted downward 4 coordinate units.,,
+act_mat_57,act,maths,algebra,"For all positive values of$a$,$b$,$c$, and$d$, when$\frac{1}{2}ab^2 + c = d$,",which of the following expressions is equal to$b$?,"{
+    ""A"": ""$\sqrt{2}{}{\frac{a(d-c)}{2}}$"",
+    ""B"": ""$\sqrt{2}{}{\frac{2(d-c)}{a}}$"",
+    ""C"": ""$\sqrt{2}{}{\frac{2d-c}{a}}$"",
+    ""D"": ""$\sqrt{2}{}{\frac{d-c}{2a}}$""
+}",G,$\sqrt{2}{}{\frac{2(d-c)}{a}}$,,
+act_mat_58,act,maths,number_quantity,"Tanya earns $34,000 in her 1st year at a job. She is given a raise of the same dollar amount each year, resulting in her earning $38,080 in the 4th year at the job.",What is the total of Tanya's earnings during her 4 years at the job?,"{
+    ""A"": ""$136,000"",
+    ""B"": ""$140,080"",
+    ""C"": ""$144,160"",
+    ""D"": ""$152,320""
+}",C,"$144,160",,
+act_mat_59,act,maths,geometry,"In the standard$(x,y)$coordinate plane,",how many points are both 5 coordinate units from the origin and also 2 coordinate units from the line$y = 0$?,"{
+    ""A"": ""0"",
+    ""B"": ""1"",
+    ""C"": ""2"",
+    ""D"": ""4""
+}",J,4,,
+act_mat_60,act,maths,geometry,"In$\triangle ABC$, if the measure of$\angle A$is less than the measure of$\angle B$, and the measure of$\angle B$is less than the measure of$\angle C$,","what is the correct ordering of the side lengths, from least to greatest?","{
+    ""A"": ""$AB < BC < AC$"",
+    ""B"": ""$AB < AC < BC$"",
+    ""C"": ""$BC < AC < AB$"",
+    ""D"": ""$BC < AB < AC$""
+}",C,$BC < AC < AB$,,
+act_mat_61,act,maths,number_quantity,"Lajuan sells exactly 4 kinds of pies in his bakery: apple, pecan, coconut cream, and peach. Of the pies he sold on Thursday,$\frac{1}{4}$were apple,$\frac{1}{2}$were pecan, 24 were coconut cream, and 8 were peach.",How many total pies did Lajuan sell on Thursday?,"{
+    ""A"": ""40"",
+    ""B"": ""42"",
+    ""C"": ""56"",
+    ""D"": ""128""
+}",J,128,,
+act_mat_62,act,maths,geometry,"In a certain quadrilateral, 2 opposite angles each measure$(3x + 5)^\circ$. The other 2 opposite angles each measure$(x + 3)^\circ$.",What is the value of$x$?,"{
+    ""A"": ""1"",
+    ""B"": ""9"",
+    ""C"": ""43"",
+    ""D"": ""88""
+}",C,43,,
+act_mat_63,act,maths,number_quantity,"On the real number line,",how many integers are between$-\frac{65}{6}$and$\frac{75}{2}$?,"{
+    ""A"": ""8"",
+    ""B"": ""28"",
+    ""C"": ""48"",
+    ""D"": ""140""
+}",C,48,,
+act_mat_64,act,maths,statistics_probability,"During a particular experiment, 2 events, A and B, can each occur. Events A and B are mutually exclusive during this experiment.",Which of the following probabilities is 0?,"{
+    ""A"": ""$P(A)$"",
+    ""B"": ""$P(B)$"",
+    ""C"": ""$P(A \text{ or } B)$"",
+    ""D"": ""$P(A \text{ and } B)$""
+}",J,$P(A \text{ and } B)$,,
+act_mat_65,act,maths,algebra,The polynomial function defined by$p(x) = x^3 + x^2 - 8x - 12$has$(x - 3)$as one of its linear factors.,What are all and only the zeros of$p$?,"{
+    ""A"": ""-3 and -2"",
+    ""B"": ""-3 and 2"",
+    ""C"": ""-2 and 3"",
+    ""D"": ""2 and 3""
+}",C,-2 and 3,,
+act_mat_66,act,maths,number_quantity,"Given the equation$\sqrt[4]{x} = y$, where$y$is a real number,",what **must** be true of$x$?$x$is:,"{
+    ""A"": ""an even real number."",
+    ""B"": ""a rational number."",
+    ""C"": ""an integer."",
+    ""D"": ""a nonnegative real number.""
+}",J,a nonnegative real number.,,
+act_mat_67,act,maths,number_quantity,"Given that$1 \le m \le 4$,$4 \le n \le 6$, and$8 \le p \le 10$,",what is the greatest possible value for$(\frac{m}{n})(\frac{1}{p})$?,"{
+    ""A"": ""$\frac{3}{20}$"",
+    ""B"": ""$\frac{1}{15}$"",
+    ""C"": ""$\frac{1}{10}$"",
+    ""D"": ""$\frac{1}{8}$""
+}",D,$\frac{1}{8}$,,
+act_mat_68,act,maths,statistics_probability,,Which of the following datasets has the largest standard deviation?,"{
+    ""A"": ""0, 0, 10, 10"",
+    ""B"": ""0, 1, 9, 10"",
+    ""C"": ""2, 3, 5, 7"",
+    ""D"": ""5, 5, 5, 5""
+}",F,"0, 0, 10, 10",,
+act_mat_69,act,maths,statistics_probability,"Each time Coin C is tossed, it lands faceup or facedown. The probability of landing faceup is 3 times the probability of landing facedown. In a certain game, the player wins $1.00 when Coin C lands faceup and the player wins $2.00 when Coin C lands facedown.","To the nearest cent, what is the expected value of each toss of Coin C in this game?","{
+    ""A"": ""$1.25"",
+    ""B"": ""$1.33"",
+    ""C"": ""$1.50"",
+    ""D"": ""$1.67""
+}",A,$1.25,,

mcq(4-way)/mcq_image.csv

@@ -0,0 +1,91 @@
+Question_Number,exam_name,subject,Category_Domain,Context_Info,Question,Image,Options,Correct_Letter,Correct_Answer_Text,Context,Answer_label
+naep_sci_1,naep,economics,The Market Economy,DIGITALCAMERAMARKET,"According to the graph above, which of the following is the equilibrium price for digital cameras?",images/2012-12E10_11E417901_a2c7acd309492f2f2ed29a761cfcfbcd3252164f6e72b12a70656701ef4fb576.jpg)'],"{
+    ""A"": ""$200"",
+    ""B"": ""$300"",
+    ""C"": ""$400"",
+    ""D"": ""$500""
+}",C,$400,,
+naep_sci_1,naep,science,physical_science,,Which statement about the liquid is correct after 180 seconds?,images/2019-12S7_1K136601_f3b07fa89531bb81e6ebf22d9b39bfc3_4_img.webp,"{
+    ""A"": ""The liquid is boiling."",
+    ""B"": ""The liquid has all evaporated."",
+    ""C"": ""The liquid has stopped absorbing thermal energy."",
+    ""D"": ""The molecules of the liquid have started to lose kinetic energy.""
+}",,The liquid is boiling.,The graph shows the temperature of a sample of a liquid substance as it is heated at a constant rate.,A
+naep_sci_2,naep,science,earth_environmental,,Which statement best explains why the tectonic plates that carry the continent and the island are moving away from each other as shown in the diagram?,images/2019-12S7_3K131401_8a1960d401b7853e082ae5c0c19eb80f_4_img.webp,"{
+    ""A"": ""Gravitational force between the Sun and Earth is breaking up the plates."",
+    ""B"": ""Convection currents in Earth's mantle are pulling the plates in opposite directions."",
+    ""C"": ""Magnetic material in Earth's mantle is pulling each plate into a subduction zone."",
+    ""D"": ""Water currents in the ocean are pushing the ocean floor in opposite directions.""
+}",,Convection currents in the Earth's mantle are pulling the plates in opposite directions.,The diagram shows a cross section of the top layers of Earth.,B
+act_mat_1,act,maths,statistics_probability,"At a college track meet, there are 3 jumping events: high jump, long jump, and triple jump. The Venn diagram below shows the distribution of the number of athletes competing in each jumping event.",How many athletes are competing in both high jump and triple jump but not long jump?,images/1_5ea74f3b6840aa5bdf946f1ac9370f90_22_img.webp,"{
+    ""A"": ""3"",
+    ""B"": ""4"",
+    ""C"": ""10"",
+    ""D"": ""19""
+}",D,19,,
+act_mat_2,act,maths,geometry,"For circle$O$shown,$A$,$B$,$C$, and$D$are on circle$O$;$A$and$B$are as far apart as possible;$C$is halfway between$A$and$B$along circle$O$; and$D$is halfway between$C$and$B$along circle$O$.","What percent of the area enclosed by circle$O$is enclosed by$\overline{OC}$,$\overline{OD}$, and minor arc$\overline{CD}$?",images/7_e05d8b10010beedde4a1c845eb284da4_16_img.webp,"{
+    ""A"": ""12.5%"",
+    ""B"": ""25%"",
+    ""C"": ""50%"",
+    ""D"": ""100%""
+}",C,50%,,
+act_mat_3,act,maths,functions,"What is the amplitude of the graph of function$f(x) = \frac{1}{2} \cos(3x + \pi)$, shown in the standard$(x,y)$coordinate plane?",What is the amplitude of the graph of function$f(x) = \frac{1}{2} \cos(3x + \pi)$?,images/15_408b5dab8e35a034fa1acb13878131a3_15_img.webp,"{
+    ""A"": ""1"",
+    ""B"": ""0.5"",
+    ""C"": ""2"",
+    ""D"": ""3""
+}",B,0.5,,
+act_mat_4,act,maths,geometry,"Equilateral triangle$\triangle ABC$is inscribed in circle$O$, as shown.",What is the degree measure of minor arc$\widehat{BC}$?,images/26_f311c69587e6f7dcdd0b9c2390a5758d_19_img.webp,"{
+    ""A"": ""$60^\circ$"",
+    ""B"": ""$90^\circ$"",
+    ""C"": ""$120^\circ$"",
+    ""D"": ""$180^\circ$""
+}",C,$120^\circ$,,
+act_mat_5,act,maths,geometry,"A right triangle is shown. The angle at the bottom left is 40 degrees. The horizontal side adjacent to the 40 degree angle is labeled 18 feet. The vertical side opposite the 40 degree angle represents the height of the tree, which is marked with a question mark.","Which of the following expressions equals the height, in feet, of the tree shown?",images/29_cc9729923f3baf2b73a247b0a052f076_18_img.webp,"{
+    ""A"": ""$18 \tan 40^\circ$"",
+    ""B"": ""$18 \sin 40^\circ$"",
+    ""C"": ""$18 \cos 40^\circ$"",
+    ""D"": ""$\frac{\tan 40^\circ}{18}$""
+}",C,$18 \cos 40^\circ$,,
+act_mat_6,act,maths,number_quantity,The number line between 0 and 8 is divided into 6 segments of equal length by points A through E.,Which of the following statements about$\sqrt{8}$is true?,images/30_cc9729923f3baf2b73a247b0a052f076_21_img.webp,"{
+    ""A"": ""$\sqrt{8}$is at C."",
+    ""B"": ""$\sqrt{8}$is at D."",
+    ""C"": ""$\sqrt{8}$is between A and B."",
+    ""D"": ""$\sqrt{8}$is between B and C.""
+}",A,$\sqrt{8}$is at C.,,
+act_mat_7,act,maths,geometry,"The figure shows$\triangle ABC$, a right isosceles triangle, inscribed in a circle with center$O$and radius 10 cm.","What is the length, in centimeters, of arc$\widehat{AB}$shown as the thick curved line?",images/42_bc73cf04011a7cbafb3f2a1cf959439d_14_img.webp,"{
+    ""A"": ""$20\pi$"",
+    ""B"": ""$15\pi$"",
+    ""C"": ""$10\pi$"",
+    ""D"": ""$5\pi$""
+}",A,$20\pi$,,
+act_mat_8,act,maths,geometry,"The hyperbolas$\frac{x^2}{9} - \frac{y^2}{4} = 1$and$\frac{y^2}{36} - \frac{x^2}{25} = 1$are graphed in the standard (x,y) coordinate plane.",Which of the following equations is an ellipse that intersects all 4 vertices of the hyperbolas?,images/44_b8ed0da0e43644bebfae2f2e597ca721_14_img.webp,"{
+    ""A"": ""$\frac{x^2}{9} + \frac{y^2}{36} = 1$"",
+    ""B"": ""$\frac{x^2}{25} + \frac{y^2}{4} = 1$"",
+    ""C"": ""$\frac{x^2}{25} + \frac{y^2}{9} = 1$"",
+    ""D"": ""$(x - 9)^2 + (y - 36)^2 = 1$""
+}",A,$\frac{x^2}{9} + \frac{y^2}{36} = 1$,,
+act_mat_9,act,maths,statistics_probability,"In the Venn diagram below, circles$S$,$C$, and$P$represent farms raising sheep, cows, and pigs, respectively.",How many of the 47 farms represented in the diagram do **not** raise cows?,images/2_73f29dd49fdcde70e65fccb4ad6ed528_24_img.webp,"{
+    ""A"": ""15"",
+    ""B"": ""17"",
+    ""C"": ""18"",
+    ""D"": ""19""
+}",J,19,,
+act_mat_10,act,maths,geometry,"In rectangle$ABCD$shown, segments$\overline{BE}$and$\overline{CE}$partition the rectangle into 3 triangles. Given$DE = 7$centimeters,$BE = 26$centimeters, and$CE = 25$centimeters,","what is the length, in centimeters, of$\overline{BC}$?",images/21_da65de0d4397dbbcc998ca948437d26c_13_img.webp,"{
+    ""A"": ""10"",
+    ""B"": ""15"",
+    ""C"": ""17"",
+    ""D"": ""24""
+}",C,17,,
+act_mat_11,act,maths,geometry,"A regular hexagon is inscribed in a circle with diameter 18 inches, as shown.","What is the perimeter, in inches, of the hexagon?",images/28_fb9f9562d0358b7b1045672fb095679c_13_img.webp,"{
+    ""A"": ""54"",
+    ""B"": ""108"",
+    ""C"": ""$27\sqrt{3}$"",
+    ""D"": ""$54\sqrt{3}$""
+}",F,54,,
+act_mat_12,act,maths,geometry,"Michael has a cylindrical fish tank, shown, that has an inside diameter of 18 inches. When he put colored gravel in his fish tank, the water level of the tank rose 2 inches.",What is the volume of the gravel in cubic inches?,images/43_f7bfc7ffc27232e592b6c068265c74ff_19_img.webp,"{
+    ""A"": ""$18\pi$"",
+    ""B"": ""$36\pi$"",
+    ""C"": ""$162\pi$"",
+    ""D"": ""$648\pi$""
+}",C,$162\pi$,,

mcq(4-way)/mcq_table_1.csv

@@ -0,0 +1,147 @@
+Question_Number,exam_name,subject,Category_Domain,Context_Info,Question,Table_1_Data,Options,Correct_Letter,Correct_Answer_Text,Context,Answer_label
+naep_sci_1,naep,economics,The Market Economy,"MARKET FOR NOTEBOOKS   
+","According to the table above, what is the equilibrium price of notebooks?","[
+    {""Price"": ""$1.00"", ""Quantity of Notebooks Supplied"": ""100 units"", ""Quantity of Notebooks Demanded"": ""100 units""},
+    {""Price"": ""$2.00"", ""Quantity of Notebooks Supplied"": ""125 units"", ""Quantity of Notebooks Demanded"": ""75 units""},
+    {""Price"": ""$3.00"", ""Quantity of Notebooks Supplied"": ""150 units"", ""Quantity of Notebooks Demanded"": ""50 units""},
+    {""Price"": ""$4.00"", ""Quantity of Notebooks Supplied"": ""175 units"", ""Quantity of Notebooks Demanded"": ""25 units""}
+]","{
+    ""A"": ""$1.00"",
+    ""B"": ""$2.00"",
+    ""C"": ""$3.00"",
+    ""D"": ""$4.00""
+}",A,$1.00,,
+naep_sci_2,naep,economics,The Market Economy,DARA'S SHOP,"Assume that the daily wage of a worker at Dara's Shop is $100 and that labor is the only cost of production at the shop. To earn the largest profit, how many workers should Dara hire?","[
+    {""Number of Workers"": ""1"", ""Total Revenue per Day"": ""$200""},
+    {""Number of Workers"": ""2"", ""Total Revenue per Day"": ""$320""},
+    {""Number of Workers"": ""3"", ""Total Revenue per Day"": ""$400""},
+    {""Number of Workers"": ""4"", ""Total Revenue per Day"": ""$460""}
+]","{
+    ""A"": ""1"",
+    ""B"": ""2"",
+    ""C"": ""3"",
+    ""D"": ""4""
+}",B,2,,
+naep_sci_1,naep,science,life_science,,Which statement correctly describes the information provided in the table?,"[
+
+]","{
+    ""A"": ""Children in group 1 have the genetic makeup  $FF$ ."",
+    ""B"": ""Children in group 3 have the genetic makeup  $ff$ ."",
+    ""C"": ""Children in group 2 have the genetic makeup either  $FF$  or  $ff$ ."",
+    ""D"": ""Children in group 2 have the genetic makeup  $Ff$ .""
+}",,Children in group 2 have the genetic makeup  $Ff$ .,"People with cystic fibrosis have thickened mucus and fluid buildup in their lungs. Cystic fibrosis is a recessive disorder caused by a mutation in a single gene. Individuals can be tested to determine if they are symptomless carriers of this disorder.
+
+A scientist tested 100 children whose parents were all symptomless carriers of the disorder to learn about the children's genetic makeup. The table shows the scientist's findings.",D
+naep_sci_2,naep,science,life_science,,"In a family with 4 children from the same parents, one child is diagnosed with cystic fibrosis. The child's siblings show no symptoms of the disorder.
+
+Using the information in the table, what is the most likely genetic makeup of the parents of these children?","[
+
+]","{
+    ""A"": ""Father FF Mother ff"",
+    ""B"": ""Father Ff Mother FF"",
+    ""C"": ""Father Ff Mother Ff"",
+    ""D"": ""Father ff Mother ff""
+}",, $Ff$   $Ff$,"People with cystic fibrosis have thickened mucus and fluid buildup in their lungs. Cystic fibrosis is a recessive disorder caused by a mutation in a single gene. Individuals can be tested to determine if they are symptomless carriers of this disorder.
+
+A scientist tested 100 children whose parents were all symptomless carriers of the disorder to learn about the children's genetic makeup. The table shows the scientist's findings.",C
+naep_sci_3,naep,science,life_science,,"A single gene mutation causes cystic fibrosis.
+
+Which statement best describes how the gene mutation affects an individual with the disorder?","[
+    {""Group"": ""1"", ""Genetic Makeup of Children Whose Mothers and Fathers Were Carriers"": ""24 children who have the disorder""},
+    {""Group"": ""2"", ""Genetic Makeup of Children Whose Mothers and Fathers Were Carriers"": ""51 children who are carriers""},
+    {""Group"": ""3"", ""Genetic Makeup of Children Whose Mothers and Fathers Were Carriers"": ""25 children who do not have any alleles for the disorder and are not carriers""}
+]","{
+    ""A"": ""A defective protein is produced."",
+    ""B"": ""Cells lining the airway cannot divide."",
+    ""C"": ""RNA transcription fails in cells."",
+    ""D"": ""Chromosomes fail to separate during meiosis.""
+}",,A defective protein is produced.,"People with cystic fibrosis have thickened mucus and fluid buildup in their lungs. Cystic fibrosis is a recessive disorder caused by a mutation in a single gene. Individuals can be tested to determine if they are symptomless carriers of this disorder.
+
+A scientist tested 100 children whose parents were all symptomless carriers of the disorder to learn about the children's genetic makeup. The table shows the scientist's findings.
+
+The scientist used *F* to represent the dominant allele for the disorder and *f* to represent the recessive allele.",A
+act_mat_1,act,maths,statistics_probability,A restaurant surveyed its customers to determine whether or not they like hamburgers and whether or not they like turkey burgers. The table shows the results of the survey.,"To the nearest 1%, what percent of the customers who responded to the survey like hamburgers?","[
+    {"""": ""Like turkey burgers"", ""Like hamburgers"": ""97"", ""Do not like hamburgers"": ""39"", ""Total"": ""136""},
+    {"""": ""Do not like turkey burgers"", ""Like hamburgers"": ""98"", ""Do not like hamburgers"": ""78"", ""Total"": ""176""},
+    {"""": ""Total"", ""Like hamburgers"": ""195"", ""Do not like hamburgers"": ""117"", ""Total"": ""312""}
+]","{
+    ""A"": ""31%"",
+    ""B"": ""50%"",
+    ""C"": ""63%"",
+    ""D"": ""71%""
+}",C,63%,,
+act_mat_2,act,maths,functions,Some values of the function$g$are given in the table. One of the following equations defines$g$. Which one?,Which one of the following equations defines$g$?,"[
+    {""x"": ""g(x)"", ""-2"": ""0"", ""0"": ""-8"", ""1"": ""-6"", ""2"": ""0"", ""3"": ""10""}
+]","{
+    ""A"": ""$g(x) = -2x - 8$"",
+    ""B"": ""$g(x) = -x - 8$"",
+    ""C"": ""$g(x) = x^2 + 2$"",
+    ""D"": ""$g(x) = 2x^2 - 8$""
+}",B,$g(x) = -x - 8$,,
+act_mat_3,act,maths,statistics_probability,A tourism organization randomly selected 100 tourists finishing their summer visit to Spain. The organization asked them how many cities they had toured in the country. The table shows the results.,"Based on these data, for the population of tourists that visited Spain during the summer, what is the best estimate of the mean number of cities toured?","[
+    {""Number of cities"": ""Number of tourists"", ""1"": ""10"", ""2"": ""40"", ""3"": ""50""}
+]","{
+    ""A"": ""0.8"",
+    ""B"": ""2"",
+    ""C"": ""2.4"",
+    ""D"": ""3""
+}",C,2.4,,
+act_mat_4,act,maths,statistics_probability,"Marco designs a spinner wheel that has exactly 4 sections: red, blue, green, and yellow. He wants the spinner wheel to have a 25% chance of landing on each section. He spins the wheel 500 times. The results of the spins are shown in this table.","Based on the results in this table, one of the following changes would be the best fix. Which one?","[
+    {""Spinner wheel section"": ""Red"", ""Number of times the spinner lands in each section"": ""80""},
+    {""Spinner wheel section"": ""Blue"", ""Number of times the spinner lands in each section"": ""165""},
+    {""Spinner wheel section"": ""Green"", ""Number of times the spinner lands in each section"": ""130""},
+    {""Spinner wheel section"": ""Yellow"", ""Number of times the spinner lands in each section"": ""125""}
+]","{
+    ""A"": ""He should decrease the area of the red section by increasing the area of the blue section."",
+    ""B"": ""He should increase the area of the red section by decreasing the area of the blue section."",
+    ""C"": ""He should increase the area of the red section by decreasing the area of any of the other three sections."",
+    ""D"": ""He should decrease the area of the blue section, and then it does **not** matter which section's area is increased.""
+}",B,He should increase the area of the red section by decreasing the area of the blue section.,,
+act_mat_5,act,maths,statistics_probability,"On a trip, 2 sisters counted 1,430 vehicles. They divided the vehicles into categories: cars, trucks, and other. They noted the color of each as white, black, red, or other, as shown in the table.",What is the probability that a randomly selected truck is black?,"[
+
+]","{
+    ""A"": ""$\frac{31}{178}$"",
+    ""B"": ""$\frac{31}{479}$"",
+    ""C"": ""$\frac{31}{1,430}$"",
+    ""D"": ""$\frac{479}{1,430}$""
+}",B,$\frac{31}{479}$,,
+act_mat_6,act,maths,algebra,The first 4 terms of a sequence are shown in the table. The sequence is defined by$a_1 = 2$and$a_n = a_{n-1} + (n-1)^2$for$n \ge 2$.,"What is the sixth term,$a_6$, of this sequence?","[
+    {""a_1"": ""2"", ""a_2"": ""3"", ""a_3"": ""7"", ""a_4"": ""16""}
+]","{
+    ""A"": ""68"",
+    ""B"": ""57"",
+    ""C"": ""41"",
+    ""D"": ""32""
+}",G,57,,
+act_mat_7,act,maths,statistics_probability,Jonathan rode his bike every day for 18 days. The table shows each of the distances he rode. The table also shows the number of days he rode each of those distances.,"What is the median daily distance, in miles, that Jonathan rode his bike for the 18 days?","[
+    {""Distance (in miles)"": ""1"", ""Number of days"": ""2""},
+    {""Distance (in miles)"": ""3"", ""Number of days"": ""4""},
+    {""Distance (in miles)"": ""4"", ""Number of days"": ""3""},
+    {""Distance (in miles)"": ""5"", ""Number of days"": ""6""},
+    {""Distance (in miles)"": ""7"", ""Number of days"": ""3""}
+]","{
+    ""A"": ""3"",
+    ""B"": ""3.5"",
+    ""C"": ""4"",
+    ""D"": ""4.5""
+}",J,4.5,,
+act_mat_8,act,maths,statistics_probability,A tourism organization randomly selected 100 tourists finishing their summer visit to Spain. The organization asked them how many cities they had toured in the country. The table shows the results.,"Based on these data, for the population of tourists that visited Spain during the summer, what is the best estimate of the mean number of cities toured?","[
+
+]","{
+    ""A"": ""0.8"",
+    ""B"": ""2"",
+    ""C"": ""2.4"",
+    ""D"": ""3""
+}",C,2.4,,
+act_mat_9,act,maths,functions,"The table gives values of$f(x)$,$g(x)$, and$h(x)$for all positive integers$x \le 5$. Given$h(f(g(a))) = 1$where$a$is a positive integer less than or equal to 5,",what is the value of$a$?,"[
+    {""x"": ""1"", ""f(x)"": ""2"", ""g(x)"": ""4"", ""h(x)"": ""3""},
+    {""x"": ""2"", ""f(x)"": ""1"", ""g(x)"": ""5"", ""h(x)"": ""1""},
+    {""x"": ""3"", ""f(x)"": ""4"", ""g(x)"": ""2"", ""h(x)"": ""5""},
+    {""x"": ""4"", ""f(x)"": ""5"", ""g(x)"": ""3"", ""h(x)"": ""4""},
+    {""x"": ""5"", ""f(x)"": ""3"", ""g(x)"": ""1"", ""h(x)"": ""2""}
+]","{
+    ""A"": ""2"",
+    ""B"": ""3"",
+    ""C"": ""4"",
+    ""D"": ""5""
+}",J,5,,

mcq(4-way)/mcq_table_2.csv

@@ -0,0 +1,25 @@
+Question_Number,exam_name,subject,Category_Domain,Context_Info,Question,Table_1_Data,Table_2_Data,Options,Correct_Letter,Correct_Answer_Text
+naep_sci_1,naep,economics,The International Economy,OUTPUT OF RICE AND WHEAT PER ACRE (in bushels),The tables above show the amounts of rice and wheat (in bushels per acre) that Country A and Country B can produce each year over a two-year period. Which of the following statements about comparative advantage is correct?,"[
+    {""Country"": ""A"", ""Rice"": ""100"", ""Wheat"": ""100""},
+    {""Country"": ""B"", ""Rice"": ""80"", ""Wheat"": ""40""}
+]","[
+    {""Country"": ""A"", ""Rice"": ""60"", ""Wheat"": ""30""},
+    {""Country"": ""B"", ""Rice"": ""40"", ""Wheat"": ""40""}
+]","{
+    ""A"": ""In both years, Country A has a comparative advantage in wheat."",
+    ""B"": ""In both years, Country A has a comparative advantage in rice."",
+    ""C"": ""From year 1 to year 2, Country B's comparative advantage shifts from wheat to rice."",
+    ""D"": ""From year 1 to year 2, Country B's comparative advantage shifts from rice to wheat.""
+}",D,"From year 1 to year 2, Country B's comparative advantage shifts from rice to wheat."
+naep_sci_2,naep,economics,The National Economy,FEDERAL BUDGET INFORMATION (in billions of dollars),The table above shows hypothetical federal government revenues and expenditures for a single year. Which of the following terms best describes the status of this federal budget?,"[
+    {""REVENUES"": ""Personal income taxes"", """": ""$300""},
+    {""REVENUES"": ""Corporate income taxes"", """": ""$100""}
+]","[
+    {""EXPENDITURES"": ""Defense spending"", """": ""$100""},
+    {""EXPENDITURES"": ""Nondefense spending"", """": ""$325""}
+]","{
+    ""A"": ""Surplus"",
+    ""B"": ""Deficit"",
+    ""C"": ""Balanced"",
+    ""D"": ""Static""
+}",B,Deficit