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1fig1table_4options/metadata.csv

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-exam,subject,domain,passage_context,image1_context,file_name,table1_context,table1,question,options,answer_label,answer
-act,science,physical_science,"A molten alloy (a mixture of 2 or more metallic ele-ments) can be poured into a cylindrical mold and cooled to form an ingot. Crystals form inside the ingot as it cools.The average crystal length, L, in micrometers (μm), deter-mines how brittle the ingot will be. A method for reducing L using rotating magnetic fields was applied to Alloy Q as it cooled in the molds.","Figure 1 shows the effect of the relative magnetic stirring force, F, on L for ingots formed from molten Alloy Q that had an initial temperature of either 280°C or 550°C.",images/000001_file_name.jpg,Table 1 shows the elemental compo-sition of Alloy Q.,"<table><tr><td colspan=""3"">Table 1</td></tr><tr><td>Element</td><td>Symbol</td><td>Percent by mass in Alloy Q</td></tr><tr><td>Aluminum</td><td>Al</td><td>88.7</td></tr><tr><td>Silicon</td><td>Si</td><td>10.8</td></tr><tr><td>Manganese</td><td>Mn</td><td>0.28</td></tr><tr><td>Magnesium</td><td>Mg</td><td>0.22</td></tr></table>","A linear region of a graph is a range of data that can be approximated with a straight line. Based on Figure 1, for Alloy Q initially at a temperature of $550^{\circ}\mathrm{C}$, which of the following ranges of $F$ best represents a linear region?","{'A': 'Between 0 and $10\\times 10^{7}$', 'B': 'Between $10\\times 10^{7}$ and $20\\times 10^{7}$', 'C': 'Between $20\\times 10^{7}$ and $30\\times 10^{7}$', 'D': 'Between $30\\times 10^{7}$ and $40\\times 10^{7}$'}",D,Between $30\times 10^{7}$ and $40\times 10^{7}$
-act,science,physical_science,"A molten alloy (a mixture of 2 or more metallic ele-ments) can be poured into a cylindrical mold and cooled to form an ingot. Crystals form inside the ingot as it cools.The average crystal length, L, in micrometers (μm), deter-mines how brittle the ingot will be. A method for reducing L using rotating magnetic fields was applied to Alloy Q as it cooled in the molds.","Figure 1 shows the effect of the relative magnetic stirring force, F, on L for ingots formed from molten Alloy Q that had an initial temperature of either 280°C or 550°C.",images/000002_file_name.jpg,Table 1 shows the elemental compo-sition of Alloy Q.,"<table><tr><td colspan=""3"">Table 1</td></tr><tr><td>Element</td><td>Symbol</td><td>Percent by mass in Alloy Q</td></tr><tr><td>Aluminum</td><td>Al</td><td>88.7</td></tr><tr><td>Silicon</td><td>Si</td><td>10.8</td></tr><tr><td>Manganese</td><td>Mn</td><td>0.28</td></tr><tr><td>Magnesium</td><td>Mg</td><td>0.22</td></tr></table>","Consider the 2 trends shown for Alloy Q initially at the temperatures of $280^{\circ}\mathrm{C}$ and $550^{\circ}\mathrm{C}$, from $F = 40\times 10^{7}$ through $F = 48\times 10^{7}$. If these lines were to continue along the same trend, at which of the following values of $F$ would the average crystal lengths most likely be the same?","{'A': '$F = 50\\times 10^{7}$', 'B': '$F = 60\\times 10^{7}$', 'C': '$F = 70\\times 10^{7}$', 'D': '$F = 80\\times 10^{7}$'}",B,$F = 60\times 10^{7}$
-act,science,physical_science,"A molten alloy (a mixture of 2 or more metallic ele-ments) can be poured into a cylindrical mold and cooled to form an ingot. Crystals form inside the ingot as it cools.The average crystal length, L, in micrometers (μm), deter-mines how brittle the ingot will be. A method for reducing L using rotating magnetic fields was applied to Alloy Q as it cooled in the molds.","Figure 1 shows the effect of the relative magnetic stirring force, F, on L for ingots formed from molten Alloy Q that had an initial temperature of either 280°C or 550°C.",images/000003_file_name.jpg,Table 1 shows the elemental compo-sition of Alloy Q.,"<table><tr><td colspan=""3"">Table 1</td></tr><tr><td>Element</td><td>Symbol</td><td>Percent by mass in Alloy Q</td></tr><tr><td>Aluminum</td><td>Al</td><td>88.7</td></tr><tr><td>Silicon</td><td>Si</td><td>10.8</td></tr><tr><td>Manganese</td><td>Mn</td><td>0.28</td></tr><tr><td>Magnesium</td><td>Mg</td><td>0.22</td></tr></table>","Based on Figure 1, which of the following combinations of values for initial temperature and $F$ would produce the shortest average crystal length in an ingot of Alloy Q? The smallest $\bar{L}$ would be produced with a temperature of:","{'A': '$280^{\\circ}\\mathrm{C}$ and $F = 10\\times 10^{7}$', 'B': '$280^{\\circ}\\mathrm{C}$ and $F = 40\\times 10^{7}$', 'C': '$550^{\\circ}\\mathrm{C}$ and $F = 10\\times 10^{7}$', 'D': '$550^{\\circ}\\mathrm{C}$ and $F = 40\\times 10^{7}$'}",D,$550^{\circ}\mathrm{C}$ and $F = 40\times 10^{7}$
-act,science,physical_science,"A molten alloy (a mixture of 2 or more metallic ele-ments) can be poured into a cylindrical mold and cooled to form an ingot. Crystals form inside the ingot as it cools.The average crystal length, L, in micrometers (μm), deter-mines how brittle the ingot will be. A method for reducing L using rotating magnetic fields was applied to Alloy Q as it cooled in the molds.","Figure 1 shows the effect of the relative magnetic stirring force, F, on L for ingots formed from molten Alloy Q that had an initial temperature of either 280°C or 550°C.",images/000004_file_name.jpg,Table 1 shows the elemental compo-sition of Alloy Q.,"<table><tr><td colspan=""3"">Table 1</td></tr><tr><td>Element</td><td>Symbol</td><td>Percent by mass in Alloy Q</td></tr><tr><td>Aluminum</td><td>Al</td><td>88.7</td></tr><tr><td>Silicon</td><td>Si</td><td>10.8</td></tr><tr><td>Manganese</td><td>Mn</td><td>0.28</td></tr><tr><td>Magnesium</td><td>Mg</td><td>0.22</td></tr></table>","The following table lists the mass of silicon in $50 \mathrm{g}$ samples of 4 different alloys, one of which is Alloy Q. Given the composition of Alloy Q, which sample is most likely Alloy Q?","{'A': 'Sample W', 'B': 'Sample X', 'C': 'Sample Y', 'D': 'Sample Z'}",D,Sample Z
-act,science,physical_science,"A molten alloy (a mixture of 2 or more metallic ele-ments) can be poured into a cylindrical mold and cooled to form an ingot. Crystals form inside the ingot as it cools.The average crystal length, L, in micrometers (μm), deter-mines how brittle the ingot will be. A method for reducing L using rotating magnetic fields was applied to Alloy Q as it cooled in the molds.","Figure 1 shows the effect of the relative magnetic stirring force, F, on L for ingots formed from molten Alloy Q that had an initial temperature of either 280°C or 550°C.",images/000005_file_name.jpg,Table 1 shows the elemental compo-sition of Alloy Q.,"<table><tr><td colspan=""3"">Table 1</td></tr><tr><td>Element</td><td>Symbol</td><td>Percent by mass in Alloy Q</td></tr><tr><td>Aluminum</td><td>Al</td><td>88.7</td></tr><tr><td>Silicon</td><td>Si</td><td>10.8</td></tr><tr><td>Manganese</td><td>Mn</td><td>0.28</td></tr><tr><td>Magnesium</td><td>Mg</td><td>0.22</td></tr></table>","Based on Table 1, if an ingot of Alloy Q had a mass of $200 \mathrm{g}$, that ingot would contain what mass of $\mathrm{Mg}$?","{'A': '$0.22 \\mathrm{g}$', 'B': '$0.44 \\mathrm{g}$', 'C': '$2.2 \\mathrm{g}$', 'D': '$4.4 \\mathrm{g}$'}",B,$0.44 \mathrm{g}$

1fig_2tables_4options/metadata.csv

@@ -1,91 +0,0 @@
-exam,subject,domain,passage_type,passage_context,image_context,file_name,image_context.1,image.1,table1_context,table1,table2_context,table2,question,options,answer_label,answer
-act,science,physical_science,fig_2table,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/000001_file_name.jpg,Figure 1,images/3094e5916d38ce47.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><tr><td colspan=""4"">Table 1</td></tr><tr><td>Alkane</td><td>Chemical formula</td><td>MP
-(℃)</td><td>BP
-(℃)</td></tr><tr><td>Propane</td><td>$C_{3}H_{8}$</td><td>-187</td><td>-42</td></tr><tr><td>Butane</td><td>$C_{4}H_{10}$</td><td>-138</td><td>-1</td></tr><tr><td>Pentane</td><td>$C_{5}H_{12}$</td><td>-130</td><td>36</td></tr><tr><td>Hexane</td><td>$C_{6}H_{14}$</td><td>-95</td><td>69</td></tr><tr><td>Heptane</td><td>$C_{7}H_{16}$</td><td>-91</td><td>98</td></tr><tr><td>Octane</td><td>$C_{8}H_{18}$</td><td>-57</td><td>126</td></tr><tr><td>Nonane</td><td>$C_{9}H_{20}$</td><td>-53</td><td>151</td></tr></table>","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","<table><tr><td colspan=""4"">Table 2</td></tr><tr><td>Alkane</td><td>Chemical formula</td><td>MP
-(℃)</td><td>BP
-(℃)</td></tr><tr><td>Cyclopropane</td><td>$C_{3}H_{6}$</td><td>-128</td><td>-31</td></tr><tr><td>Cyclobutane</td><td>$C_{4}H_{8}$</td><td>-91</td><td>13</td></tr><tr><td>Cyclopentane</td><td>$C_{5}H_{10}$</td><td>-93</td><td>49</td></tr><tr><td>Cyclohexane</td><td>$C_{6}H_{12}$</td><td>7</td><td>81</td></tr><tr><td>Cycloheptane</td><td>$C_{7}H_{14}$</td><td>-8</td><td>119</td></tr><tr><td>Cyclooctane</td><td>$C_{8}H_{16}$</td><td>15</td><td>151</td></tr><tr><td>Cyclononane</td><td>$C_{9}H_{18}$</td><td>11</td><td>173</td></tr></table>","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,science,physical_science,fig_2table,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/000002_file_name.jpg,Figure 1,images/3094e5916d38ce47.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><tr><td colspan=""4"">Table 1</td></tr><tr><td>Alkane</td><td>Chemical formula</td><td>MP
-(℃)</td><td>BP
-(℃)</td></tr><tr><td>Propane</td><td>$C_{3}H_{8}$</td><td>-187</td><td>-42</td></tr><tr><td>Butane</td><td>$C_{4}H_{10}$</td><td>-138</td><td>-1</td></tr><tr><td>Pentane</td><td>$C_{5}H_{12}$</td><td>-130</td><td>36</td></tr><tr><td>Hexane</td><td>$C_{6}H_{14}$</td><td>-95</td><td>69</td></tr><tr><td>Heptane</td><td>$C_{7}H_{16}$</td><td>-91</td><td>98</td></tr><tr><td>Octane</td><td>$C_{8}H_{18}$</td><td>-57</td><td>126</td></tr><tr><td>Nonane</td><td>$C_{9}H_{20}$</td><td>-53</td><td>151</td></tr></table>","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","<table><tr><td colspan=""4"">Table 2</td></tr><tr><td>Alkane</td><td>Chemical formula</td><td>MP
-(℃)</td><td>BP
-(℃)</td></tr><tr><td>Cyclopropane</td><td>$C_{3}H_{6}$</td><td>-128</td><td>-31</td></tr><tr><td>Cyclobutane</td><td>$C_{4}H_{8}$</td><td>-91</td><td>13</td></tr><tr><td>Cyclopentane</td><td>$C_{5}H_{10}$</td><td>-93</td><td>49</td></tr><tr><td>Cyclohexane</td><td>$C_{6}H_{12}$</td><td>7</td><td>81</td></tr><tr><td>Cycloheptane</td><td>$C_{7}H_{14}$</td><td>-8</td><td>119</td></tr><tr><td>Cyclooctane</td><td>$C_{8}H_{16}$</td><td>15</td><td>151</td></tr><tr><td>Cyclononane</td><td>$C_{9}H_{18}$</td><td>11</td><td>173</td></tr></table>","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,science,physical_science,fig_2table,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/000003_file_name.jpg,Figure 1,images/3094e5916d38ce47.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><tr><td colspan=""4"">Table 1</td></tr><tr><td>Alkane</td><td>Chemical formula</td><td>MP
-(℃)</td><td>BP
-(℃)</td></tr><tr><td>Propane</td><td>$C_{3}H_{8}$</td><td>-187</td><td>-42</td></tr><tr><td>Butane</td><td>$C_{4}H_{10}$</td><td>-138</td><td>-1</td></tr><tr><td>Pentane</td><td>$C_{5}H_{12}$</td><td>-130</td><td>36</td></tr><tr><td>Hexane</td><td>$C_{6}H_{14}$</td><td>-95</td><td>69</td></tr><tr><td>Heptane</td><td>$C_{7}H_{16}$</td><td>-91</td><td>98</td></tr><tr><td>Octane</td><td>$C_{8}H_{18}$</td><td>-57</td><td>126</td></tr><tr><td>Nonane</td><td>$C_{9}H_{20}$</td><td>-53</td><td>151</td></tr></table>","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","<table><tr><td colspan=""4"">Table 2</td></tr><tr><td>Alkane</td><td>Chemical formula</td><td>MP
-(℃)</td><td>BP
-(℃)</td></tr><tr><td>Cyclopropane</td><td>$C_{3}H_{6}$</td><td>-128</td><td>-31</td></tr><tr><td>Cyclobutane</td><td>$C_{4}H_{8}$</td><td>-91</td><td>13</td></tr><tr><td>Cyclopentane</td><td>$C_{5}H_{10}$</td><td>-93</td><td>49</td></tr><tr><td>Cyclohexane</td><td>$C_{6}H_{12}$</td><td>7</td><td>81</td></tr><tr><td>Cycloheptane</td><td>$C_{7}H_{14}$</td><td>-8</td><td>119</td></tr><tr><td>Cyclooctane</td><td>$C_{8}H_{16}$</td><td>15</td><td>151</td></tr><tr><td>Cyclononane</td><td>$C_{9}H_{18}$</td><td>11</td><td>173</td></tr></table>","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,science,physical_science,fig_2table,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/000004_file_name.jpg,Figure 1,images/3094e5916d38ce47.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><tr><td colspan=""4"">Table 1</td></tr><tr><td>Alkane</td><td>Chemical formula</td><td>MP
-(℃)</td><td>BP
-(℃)</td></tr><tr><td>Propane</td><td>$C_{3}H_{8}$</td><td>-187</td><td>-42</td></tr><tr><td>Butane</td><td>$C_{4}H_{10}$</td><td>-138</td><td>-1</td></tr><tr><td>Pentane</td><td>$C_{5}H_{12}$</td><td>-130</td><td>36</td></tr><tr><td>Hexane</td><td>$C_{6}H_{14}$</td><td>-95</td><td>69</td></tr><tr><td>Heptane</td><td>$C_{7}H_{16}$</td><td>-91</td><td>98</td></tr><tr><td>Octane</td><td>$C_{8}H_{18}$</td><td>-57</td><td>126</td></tr><tr><td>Nonane</td><td>$C_{9}H_{20}$</td><td>-53</td><td>151</td></tr></table>","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","<table><tr><td colspan=""4"">Table 2</td></tr><tr><td>Alkane</td><td>Chemical formula</td><td>MP
-(℃)</td><td>BP
-(℃)</td></tr><tr><td>Cyclopropane</td><td>$C_{3}H_{6}$</td><td>-128</td><td>-31</td></tr><tr><td>Cyclobutane</td><td>$C_{4}H_{8}$</td><td>-91</td><td>13</td></tr><tr><td>Cyclopentane</td><td>$C_{5}H_{10}$</td><td>-93</td><td>49</td></tr><tr><td>Cyclohexane</td><td>$C_{6}H_{12}$</td><td>7</td><td>81</td></tr><tr><td>Cycloheptane</td><td>$C_{7}H_{14}$</td><td>-8</td><td>119</td></tr><tr><td>Cyclooctane</td><td>$C_{8}H_{16}$</td><td>15</td><td>151</td></tr><tr><td>Cyclononane</td><td>$C_{9}H_{18}$</td><td>11</td><td>173</td></tr></table>","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.
-act,science,physical_science,1fig_2tables,"When light shines on a metal plate, electrons can be ejected from the plate. An electron will be ejected if the energy, $E$ , of a photon (particle of light) striking the plate is greater than the minimum energy, $M$ , required for the electron to be removed from the plate. The maximum kinetic energy of the ejected electron, $K$ , is the difference between $E$ and $M$ as shown in the equation: 
-
-$$K = E - M$$
-
-Students conducted 2 experiments to examine how differences in the light striking a metal plate affect $K$ . The setup included a light source, a removable filter, a circuit with an ammeter to measure current, a power supply that could be adjusted to measure $K$ , and a vacuum tube containing a metal plate and an electrode (see Figure 1).",see Figure 1.,images/000005_file_name.jpg,see Figure 1.,images/6c553116f0cac6ca.jpg,"Experiment 1
-
-A filter was placed between the metal plate and the light source, and the $K$ of the ejected electrons was measured. This procedure was repeated with each of 4 additional filters. Each filter transmitted light of only one frequency. Table 1 lists the following: 
-
-color of light transmitted by the filter frequency of light in hertz, $\mathrm{Hz}$ $E$ in electron volts, eV $K$ in electron volts","<table><tr><td colspan=""4"">Table 1</td></tr><tr><td>Color</td><td>Frequency (× 10¹⁴ Hz)</td><td>E (eV)</td><td>K (eV)</td></tr><tr><td>Red</td><td>4.4</td><td>1.81</td><td>N.A.*</td></tr><tr><td>Yellow</td><td>5.2</td><td>2.14</td><td>N.A.*</td></tr><tr><td>Green</td><td>5.6</td><td>2.31</td><td>0.11</td></tr><tr><td>Blue</td><td>6.3</td><td>2.60</td><td>0.40</td></tr><tr><td>Violet</td><td>7.5</td><td>3.10</td><td>0.90</td></tr><tr><td colspan=""4"">*N.A.—Not available; no electrons were ejected.</td></tr></table>","Experiment 2
-
-With the same setup as in Experiment 1 except without a filter, the current, in milliamperes (mA), and $K$ were measured as the intensity of the light was varied. Table 2 shows the current and $K$ for 4 different relative light intensities, each given as a percent of maximum intensity.","<table><tr><td colspan=""3"">Table 2</td></tr><tr><td>Relative intensity</td><td>Current (mA)</td><td>K (eV)</td></tr><tr><td>100%</td><td>40.0</td><td>0.90</td></tr><tr><td>50%</td><td>19.8</td><td>0.90</td></tr><tr><td>25%</td><td>9.8</td><td>0.90</td></tr><tr><td>12.5%</td><td>4.8</td><td>0.90</td></tr></table>","Consider the current shown on the ammeter in Figure 1. Based on the results of Experiment 2, when this current was measured, what was the relative intensity of the light?","{'A': '100%', 'B': '50%', 'C': '25%', 'D': '12.5%'}",B,50%
-act,science,physical_science,1fig_2tables,"When light shines on a metal plate, electrons can be ejected from the plate. An electron will be ejected if the energy, $E$ , of a photon (particle of light) striking the plate is greater than the minimum energy, $M$ , required for the electron to be removed from the plate. The maximum kinetic energy of the ejected electron, $K$ , is the difference between $E$ and $M$ as shown in the equation: 
-
-$$K = E - M$$
-
-Students conducted 2 experiments to examine how differences in the light striking a metal plate affect $K$ . The setup included a light source, a removable filter, a circuit with an ammeter to measure current, a power supply that could be adjusted to measure $K$ , and a vacuum tube containing a metal plate and an electrode (see Figure 1).",see Figure 1.,images/000006_file_name.jpg,see Figure 1.,images/6c553116f0cac6ca.jpg,"Experiment 1
-
-A filter was placed between the metal plate and the light source, and the $K$ of the ejected electrons was measured. This procedure was repeated with each of 4 additional filters. Each filter transmitted light of only one frequency. Table 1 lists the following: 
-
-color of light transmitted by the filter frequency of light in hertz, $\mathrm{Hz}$ $E$ in electron volts, eV $K$ in electron volts","<table><tr><td colspan=""4"">Table 1</td></tr><tr><td>Color</td><td>Frequency (× 10¹⁴ Hz)</td><td>E (eV)</td><td>K (eV)</td></tr><tr><td>Red</td><td>4.4</td><td>1.81</td><td>N.A.*</td></tr><tr><td>Yellow</td><td>5.2</td><td>2.14</td><td>N.A.*</td></tr><tr><td>Green</td><td>5.6</td><td>2.31</td><td>0.11</td></tr><tr><td>Blue</td><td>6.3</td><td>2.60</td><td>0.40</td></tr><tr><td>Violet</td><td>7.5</td><td>3.10</td><td>0.90</td></tr><tr><td colspan=""4"">*N.A.—Not available; no electrons were ejected.</td></tr></table>","Experiment 2
-
-With the same setup as in Experiment 1 except without a filter, the current, in milliamperes (mA), and $K$ were measured as the intensity of the light was varied. Table 2 shows the current and $K$ for 4 different relative light intensities, each given as a percent of maximum intensity.","<table><tr><td colspan=""3"">Table 2</td></tr><tr><td>Relative intensity</td><td>Current (mA)</td><td>K (eV)</td></tr><tr><td>100%</td><td>40.0</td><td>0.90</td></tr><tr><td>50%</td><td>19.8</td><td>0.90</td></tr><tr><td>25%</td><td>9.8</td><td>0.90</td></tr><tr><td>12.5%</td><td>4.8</td><td>0.90</td></tr></table>",What aspect of the experimental setup was held constant in Experiment 2 but not in Experiment 1?,"{'A': 'Color of light', 'B': 'Light source', 'C': 'Type of metal plate', 'D': 'Distance between metal plate and electrode'}",A,Color of light
-act,science,physical_science,1fig_2tables,"When light shines on a metal plate, electrons can be ejected from the plate. An electron will be ejected if the energy, $E$ , of a photon (particle of light) striking the plate is greater than the minimum energy, $M$ , required for the electron to be removed from the plate. The maximum kinetic energy of the ejected electron, $K$ , is the difference between $E$ and $M$ as shown in the equation: 
-
-$$K = E - M$$
-
-Students conducted 2 experiments to examine how differences in the light striking a metal plate affect $K$ . The setup included a light source, a removable filter, a circuit with an ammeter to measure current, a power supply that could be adjusted to measure $K$ , and a vacuum tube containing a metal plate and an electrode (see Figure 1).",see Figure 1.,images/000007_file_name.jpg,see Figure 1.,images/6c553116f0cac6ca.jpg,"Experiment 1
-
-A filter was placed between the metal plate and the light source, and the $K$ of the ejected electrons was measured. This procedure was repeated with each of 4 additional filters. Each filter transmitted light of only one frequency. Table 1 lists the following: 
-
-color of light transmitted by the filter frequency of light in hertz, $\mathrm{Hz}$ $E$ in electron volts, eV $K$ in electron volts","<table><tr><td colspan=""4"">Table 1</td></tr><tr><td>Color</td><td>Frequency (× 10¹⁴ Hz)</td><td>E (eV)</td><td>K (eV)</td></tr><tr><td>Red</td><td>4.4</td><td>1.81</td><td>N.A.*</td></tr><tr><td>Yellow</td><td>5.2</td><td>2.14</td><td>N.A.*</td></tr><tr><td>Green</td><td>5.6</td><td>2.31</td><td>0.11</td></tr><tr><td>Blue</td><td>6.3</td><td>2.60</td><td>0.40</td></tr><tr><td>Violet</td><td>7.5</td><td>3.10</td><td>0.90</td></tr><tr><td colspan=""4"">*N.A.—Not available; no electrons were ejected.</td></tr></table>","Experiment 2
-
-With the same setup as in Experiment 1 except without a filter, the current, in milliamperes (mA), and $K$ were measured as the intensity of the light was varied. Table 2 shows the current and $K$ for 4 different relative light intensities, each given as a percent of maximum intensity.","<table><tr><td colspan=""3"">Table 2</td></tr><tr><td>Relative intensity</td><td>Current (mA)</td><td>K (eV)</td></tr><tr><td>100%</td><td>40.0</td><td>0.90</td></tr><tr><td>50%</td><td>19.8</td><td>0.90</td></tr><tr><td>25%</td><td>9.8</td><td>0.90</td></tr><tr><td>12.5%</td><td>4.8</td><td>0.90</td></tr></table>","Based on Figure 1, are the particles ejected from the metal plate moving toward the electrode or away from the electrode, and are those particles positively charged or negatively charged?","{'A': 'Toward; positively charged', 'B': 'Toward; negatively charged', 'C': 'Away from; positively charged', 'D': 'Away from; negatively charged'}",B,Toward; negatively charged
-act,science,physical_science,1fig_2tables,"When light shines on a metal plate, electrons can be ejected from the plate. An electron will be ejected if the energy, $E$ , of a photon (particle of light) striking the plate is greater than the minimum energy, $M$ , required for the electron to be removed from the plate. The maximum kinetic energy of the ejected electron, $K$ , is the difference between $E$ and $M$ as shown in the equation: 
-
-$$K = E - M$$
-
-Students conducted 2 experiments to examine how differences in the light striking a metal plate affect $K$ . The setup included a light source, a removable filter, a circuit with an ammeter to measure current, a power supply that could be adjusted to measure $K$ , and a vacuum tube containing a metal plate and an electrode (see Figure 1).",see Figure 1.,images/000008_file_name.jpg,see Figure 1.,images/6c553116f0cac6ca.jpg,"Experiment 1
-
-A filter was placed between the metal plate and the light source, and the $K$ of the ejected electrons was measured. This procedure was repeated with each of 4 additional filters. Each filter transmitted light of only one frequency. Table 1 lists the following: 
-
-color of light transmitted by the filter frequency of light in hertz, $\mathrm{Hz}$ $E$ in electron volts, eV $K$ in electron volts","<table><tr><td colspan=""4"">Table 1</td></tr><tr><td>Color</td><td>Frequency (× 10¹⁴ Hz)</td><td>E (eV)</td><td>K (eV)</td></tr><tr><td>Red</td><td>4.4</td><td>1.81</td><td>N.A.*</td></tr><tr><td>Yellow</td><td>5.2</td><td>2.14</td><td>N.A.*</td></tr><tr><td>Green</td><td>5.6</td><td>2.31</td><td>0.11</td></tr><tr><td>Blue</td><td>6.3</td><td>2.60</td><td>0.40</td></tr><tr><td>Violet</td><td>7.5</td><td>3.10</td><td>0.90</td></tr><tr><td colspan=""4"">*N.A.—Not available; no electrons were ejected.</td></tr></table>","Experiment 2
-
-With the same setup as in Experiment 1 except without a filter, the current, in milliamperes (mA), and $K$ were measured as the intensity of the light was varied. Table 2 shows the current and $K$ for 4 different relative light intensities, each given as a percent of maximum intensity.","<table><tr><td colspan=""3"">Table 2</td></tr><tr><td>Relative intensity</td><td>Current (mA)</td><td>K (eV)</td></tr><tr><td>100%</td><td>40.0</td><td>0.90</td></tr><tr><td>50%</td><td>19.8</td><td>0.90</td></tr><tr><td>25%</td><td>9.8</td><td>0.90</td></tr><tr><td>12.5%</td><td>4.8</td><td>0.90</td></tr></table>","Based on the equation in the passage and the results of Experiment 1, what was the value of $M$ for the metal plate used in the setup?","{'A': '2.14eV', 'B': '2.20eV', 'C': '2.31eV', 'D': '2.42eV'}",B,2.20eV
-act,science,physical_science,1fig_2tables,"When light shines on a metal plate, electrons can be ejected from the plate. An electron will be ejected if the energy, $E$ , of a photon (particle of light) striking the plate is greater than the minimum energy, $M$ , required for the electron to be removed from the plate. The maximum kinetic energy of the ejected electron, $K$ , is the difference between $E$ and $M$ as shown in the equation: 
-
-$$K = E - M$$
-
-Students conducted 2 experiments to examine how differences in the light striking a metal plate affect $K$ . The setup included a light source, a removable filter, a circuit with an ammeter to measure current, a power supply that could be adjusted to measure $K$ , and a vacuum tube containing a metal plate and an electrode (see Figure 1).",see Figure 1.,images/000009_file_name.jpg,see Figure 1.,images/6c553116f0cac6ca.jpg,"Experiment 1
-
-A filter was placed between the metal plate and the light source, and the $K$ of the ejected electrons was measured. This procedure was repeated with each of 4 additional filters. Each filter transmitted light of only one frequency. Table 1 lists the following: 
-
-color of light transmitted by the filter frequency of light in hertz, $\mathrm{Hz}$ $E$ in electron volts, eV $K$ in electron volts","<table><tr><td colspan=""4"">Table 1</td></tr><tr><td>Color</td><td>Frequency (× 10¹⁴ Hz)</td><td>E (eV)</td><td>K (eV)</td></tr><tr><td>Red</td><td>4.4</td><td>1.81</td><td>N.A.*</td></tr><tr><td>Yellow</td><td>5.2</td><td>2.14</td><td>N.A.*</td></tr><tr><td>Green</td><td>5.6</td><td>2.31</td><td>0.11</td></tr><tr><td>Blue</td><td>6.3</td><td>2.60</td><td>0.40</td></tr><tr><td>Violet</td><td>7.5</td><td>3.10</td><td>0.90</td></tr><tr><td colspan=""4"">*N.A.—Not available; no electrons were ejected.</td></tr></table>","Experiment 2
-
-With the same setup as in Experiment 1 except without a filter, the current, in milliamperes (mA), and $K$ were measured as the intensity of the light was varied. Table 2 shows the current and $K$ for 4 different relative light intensities, each given as a percent of maximum intensity.","<table><tr><td colspan=""3"">Table 2</td></tr><tr><td>Relative intensity</td><td>Current (mA)</td><td>K (eV)</td></tr><tr><td>100%</td><td>40.0</td><td>0.90</td></tr><tr><td>50%</td><td>19.8</td><td>0.90</td></tr><tr><td>25%</td><td>9.8</td><td>0.90</td></tr><tr><td>12.5%</td><td>4.8</td><td>0.90</td></tr></table>","The cutoff frequency for a particular metal is the lowest frequency of light at which electrons are ejected from the metal. Based on the results of Experiment 1, the cutoff frequency for the metal plate was:","{'A': 'less than $4.4\\times 10^{14}\\mathrm{Hz}$', 'B': 'between $4.4\\times 10^{14}\\mathrm{Hz}$ and $5.2\\times 10^{14}\\mathrm{Hz}$', 'C': 'between $5.2\\times 10^{14}\\mathrm{Hz}$ and $5.6\\times 10^{14}\\mathrm{Hz}$', 'D': 'greater than $5.6\\times 10^{14}\\mathrm{Hz}$'}",C,between $5.2\times 10^{14}\mathrm{Hz}$ and $5.6\times 10^{14}\mathrm{Hz}$
-act,science,physical_science,1fig_2tables,"When light shines on a metal plate, electrons can be ejected from the plate. An electron will be ejected if the energy, $E$ , of a photon (particle of light) striking the plate is greater than the minimum energy, $M$ , required for the electron to be removed from the plate. The maximum kinetic energy of the ejected electron, $K$ , is the difference between $E$ and $M$ as shown in the equation: 
-
-$$K = E - M$$
-
-Students conducted 2 experiments to examine how differences in the light striking a metal plate affect $K$ . The setup included a light source, a removable filter, a circuit with an ammeter to measure current, a power supply that could be adjusted to measure $K$ , and a vacuum tube containing a metal plate and an electrode (see Figure 1).",see Figure 1.,images/000010_file_name.jpg,see Figure 1.,images/6c553116f0cac6ca.jpg,"Experiment 1
-
-A filter was placed between the metal plate and the light source, and the $K$ of the ejected electrons was measured. This procedure was repeated with each of 4 additional filters. Each filter transmitted light of only one frequency. Table 1 lists the following: 
-
-color of light transmitted by the filter frequency of light in hertz, $\mathrm{Hz}$ $E$ in electron volts, eV $K$ in electron volts","<table><tr><td colspan=""4"">Table 1</td></tr><tr><td>Color</td><td>Frequency (× 10¹⁴ Hz)</td><td>E (eV)</td><td>K (eV)</td></tr><tr><td>Red</td><td>4.4</td><td>1.81</td><td>N.A.*</td></tr><tr><td>Yellow</td><td>5.2</td><td>2.14</td><td>N.A.*</td></tr><tr><td>Green</td><td>5.6</td><td>2.31</td><td>0.11</td></tr><tr><td>Blue</td><td>6.3</td><td>2.60</td><td>0.40</td></tr><tr><td>Violet</td><td>7.5</td><td>3.10</td><td>0.90</td></tr><tr><td colspan=""4"">*N.A.—Not available; no electrons were ejected.</td></tr></table>","Experiment 2
-
-With the same setup as in Experiment 1 except without a filter, the current, in milliamperes (mA), and $K$ were measured as the intensity of the light was varied. Table 2 shows the current and $K$ for 4 different relative light intensities, each given as a percent of maximum intensity.","<table><tr><td colspan=""3"">Table 2</td></tr><tr><td>Relative intensity</td><td>Current (mA)</td><td>K (eV)</td></tr><tr><td>100%</td><td>40.0</td><td>0.90</td></tr><tr><td>50%</td><td>19.8</td><td>0.90</td></tr><tr><td>25%</td><td>9.8</td><td>0.90</td></tr><tr><td>12.5%</td><td>4.8</td><td>0.90</td></tr></table>","The relationship between $E$ and the frequency of light is given by the equation: 
-
-$$E = hf$$
-
-where $h$ is Planck's constant and $f$ is the frequency of light. Based on the data for green light in Table 1, which of the following expressions could be used to determine the value of $h$ ?","{'A': '\\frac{5.6\\times 10^{14}\\mathrm{Hz}}{0.11\\mathrm{eV}}', 'B': '\\frac{0.11\\mathrm{eV}}{5.6\\times 10^{14}\\mathrm{Hz}}', 'C': '\\frac{5.6\\times 10^{14}\\mathrm{Hz}}{2.31\\mathrm{eV}}', 'D': '\\frac{2.31\\mathrm{eV}}{5.6\\times 10^{14}\\mathrm{Hz}}'}",D,\frac{2.31\mathrm{eV}}{5.6\times 10^{14}\mathrm{Hz}}

1fig_3tables_4options/metadata.csv

@@ -1,10 +0,0 @@
-exam,subject,domain,passage_context,image_context,file_name,table1_context,table1,table2_context,table2,table3_context,table3,question,options,answer_label,answer
-act,science,life_science,"Green anoles and brown anoles (2 species of reptiles) behave differently when the species are together in a habitat than when the species are in separate habitats. Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","Figure 1 shows, for each anole species, the average perching height in a habitat.",images/000001_file_name.jpg,"Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Habitat</td><td>Anole species present:</td></tr><tr><td>X</td><td>green only</td></tr><tr><td>Y</td><td>green and brown</td></tr><tr><td>Z</td><td>brown only</td></tr></table>",Table 2 lists the number of times each of Behav-iors 1-4 was displayed by the anoles in a habitat. Green anoles display Behaviors 1-3 only; brown anoles display Behavior 4 only.,"<table><tr><td colspan=""4"">Table 2</td></tr><tr><td rowspan=""2"">Behavior</td><td colspan=""3"">Number of times behavior was<br>displayed in Habitat:</td></tr><tr><td>X</td><td>Y</td><td>Z</td></tr><tr><td>1</td><td>4</td><td>5</td><td>N.A.</td></tr><tr><td>2</td><td>3</td><td>6</td><td>N.A.</td></tr><tr><td>3</td><td>24</td><td>13</td><td>N.A.</td></tr><tr><td>4</td><td>N.A.</td><td>5</td><td>17</td></tr><tr><td colspan=""4"">Note: N.A. indicates the behavior was not<br>displayed in the habitat.</td></tr></table>","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","<table><tr><td colspan=""4"">Table 3</td></tr><tr><td>Anole<br>species</td><td>Habitat</td><td>Average display time for Behavior 5 (s)</td><td></td></tr><tr><td>Green</td><td>X</td><td>23.1</td><td></td></tr><tr><td>Green</td><td>Y</td><td>23.7</td><td></td></tr><tr><td>Brown</td><td>Y</td><td>49.6</td><td></td></tr><tr><td>Brown</td><td>Z</td><td>33.1</td><td></td></tr></table>","Based on Table 2, which of the following ratios best represents the number of times Behavior 2 was displayed in Habitat X compared to the number of times Behavior 2 was displayed in Habitat Y?","{'A': '1:2', 'B': '1:8', 'C': '4:5', 'D': '5:6'}",A,1:2
-act,science,life_science,"Green anoles and brown anoles (2 species of reptiles) behave differently when the species are together in a habitat than when the species are in separate habitats. Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","Figure 1 shows, for each anole species, the average perching height in a habitat.",images/000002_file_name.jpg,"Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Habitat</td><td>Anole species present:</td></tr><tr><td>X</td><td>green only</td></tr><tr><td>Y</td><td>green and brown</td></tr><tr><td>Z</td><td>brown only</td></tr></table>",Table 2 lists the number of times each of Behav-iors 1-4 was displayed by the anoles in a habitat. Green anoles display Behaviors 1-3 only; brown anoles display Behavior 4 only.,"<table><tr><td colspan=""4"">Table 2</td></tr><tr><td rowspan=""2"">Behavior</td><td colspan=""3"">Number of times behavior was<br>displayed in Habitat:</td></tr><tr><td>X</td><td>Y</td><td>Z</td></tr><tr><td>1</td><td>4</td><td>5</td><td>N.A.</td></tr><tr><td>2</td><td>3</td><td>6</td><td>N.A.</td></tr><tr><td>3</td><td>24</td><td>13</td><td>N.A.</td></tr><tr><td>4</td><td>N.A.</td><td>5</td><td>17</td></tr><tr><td colspan=""4"">Note: N.A. indicates the behavior was not<br>displayed in the habitat.</td></tr></table>","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","<table><tr><td colspan=""4"">Table 3</td></tr><tr><td>Anole<br>species</td><td>Habitat</td><td>Average display time for Behavior 5 (s)</td><td></td></tr><tr><td>Green</td><td>X</td><td>23.1</td><td></td></tr><tr><td>Green</td><td>Y</td><td>23.7</td><td></td></tr><tr><td>Brown</td><td>Y</td><td>49.6</td><td></td></tr><tr><td>Brown</td><td>Z</td><td>33.1</td><td></td></tr></table>","Which of the following observations for brown anoles was(were) the same in both Habitats Y and Z?
-
-1. Average perching height 
-2. The number of times Behavior 4 was displayed 
-3. Average display time for Behavior 5","{'A': '1 only', 'B': '3 only', 'C': '1 and 2 only', 'D': '2 and 3 only'}",A,1 only
-act,science,life_science,"Green anoles and brown anoles (2 species of reptiles) behave differently when the species are together in a habitat than when the species are in separate habitats. Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","Figure 1 shows, for each anole species, the average perching height in a habitat.",images/000003_file_name.jpg,"Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Habitat</td><td>Anole species present:</td></tr><tr><td>X</td><td>green only</td></tr><tr><td>Y</td><td>green and brown</td></tr><tr><td>Z</td><td>brown only</td></tr></table>",Table 2 lists the number of times each of Behav-iors 1-4 was displayed by the anoles in a habitat. Green anoles display Behaviors 1-3 only; brown anoles display Behavior 4 only.,"<table><tr><td colspan=""4"">Table 2</td></tr><tr><td rowspan=""2"">Behavior</td><td colspan=""3"">Number of times behavior was<br>displayed in Habitat:</td></tr><tr><td>X</td><td>Y</td><td>Z</td></tr><tr><td>1</td><td>4</td><td>5</td><td>N.A.</td></tr><tr><td>2</td><td>3</td><td>6</td><td>N.A.</td></tr><tr><td>3</td><td>24</td><td>13</td><td>N.A.</td></tr><tr><td>4</td><td>N.A.</td><td>5</td><td>17</td></tr><tr><td colspan=""4"">Note: N.A. indicates the behavior was not<br>displayed in the habitat.</td></tr></table>","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","<table><tr><td colspan=""4"">Table 3</td></tr><tr><td>Anole<br>species</td><td>Habitat</td><td>Average display time for Behavior 5 (s)</td><td></td></tr><tr><td>Green</td><td>X</td><td>23.1</td><td></td></tr><tr><td>Green</td><td>Y</td><td>23.7</td><td></td></tr><tr><td>Brown</td><td>Y</td><td>49.6</td><td></td></tr><tr><td>Brown</td><td>Z</td><td>33.1</td><td></td></tr></table>","Based on Table 3, how many display times were measured for Behavior 5 in Habitat Z?","{'A': '2', 'B': '4', 'C': '12', 'D': 'Cannot be determined from the given information'}",D,Cannot be determined from the given information
-act,science,life_science,"Green anoles and brown anoles (2 species of reptiles) behave differently when the species are together in a habitat than when the species are in separate habitats. Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","Figure 1 shows, for each anole species, the average perching height in a habitat.",images/000004_file_name.jpg,"Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Habitat</td><td>Anole species present:</td></tr><tr><td>X</td><td>green only</td></tr><tr><td>Y</td><td>green and brown</td></tr><tr><td>Z</td><td>brown only</td></tr></table>",Table 2 lists the number of times each of Behav-iors 1-4 was displayed by the anoles in a habitat. Green anoles display Behaviors 1-3 only; brown anoles display Behavior 4 only.,"<table><tr><td colspan=""4"">Table 2</td></tr><tr><td rowspan=""2"">Behavior</td><td colspan=""3"">Number of times behavior was<br>displayed in Habitat:</td></tr><tr><td>X</td><td>Y</td><td>Z</td></tr><tr><td>1</td><td>4</td><td>5</td><td>N.A.</td></tr><tr><td>2</td><td>3</td><td>6</td><td>N.A.</td></tr><tr><td>3</td><td>24</td><td>13</td><td>N.A.</td></tr><tr><td>4</td><td>N.A.</td><td>5</td><td>17</td></tr><tr><td colspan=""4"">Note: N.A. indicates the behavior was not<br>displayed in the habitat.</td></tr></table>","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","<table><tr><td colspan=""4"">Table 3</td></tr><tr><td>Anole<br>species</td><td>Habitat</td><td>Average display time for Behavior 5 (s)</td><td></td></tr><tr><td>Green</td><td>X</td><td>23.1</td><td></td></tr><tr><td>Green</td><td>Y</td><td>23.7</td><td></td></tr><tr><td>Brown</td><td>Y</td><td>49.6</td><td></td></tr><tr><td>Brown</td><td>Z</td><td>33.1</td><td></td></tr></table>","Based on Figure 1, for green anoles, the difference in average perching height between Habitat X and Habitat Y was closest to which of the following?","{'A': '$0.0\\mathrm{m}$', 'B': '$0.3\\mathrm{m}$', 'C': '$0.7\\mathrm{m}$', 'D': '$1.0\\mathrm{m}$'}",C,$0.7\mathrm{m}$
-act,science,life_science,"Green anoles and brown anoles (2 species of reptiles) behave differently when the species are together in a habitat than when the species are in separate habitats. Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","Figure 1 shows, for each anole species, the average perching height in a habitat.",images/000005_file_name.jpg,"Table 1 lists the anole species present in each of 3 habitats (Habitats X, Y, and Z).","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Habitat</td><td>Anole species present:</td></tr><tr><td>X</td><td>green only</td></tr><tr><td>Y</td><td>green and brown</td></tr><tr><td>Z</td><td>brown only</td></tr></table>",Table 2 lists the number of times each of Behav-iors 1-4 was displayed by the anoles in a habitat. Green anoles display Behaviors 1-3 only; brown anoles display Behavior 4 only.,"<table><tr><td colspan=""4"">Table 2</td></tr><tr><td rowspan=""2"">Behavior</td><td colspan=""3"">Number of times behavior was<br>displayed in Habitat:</td></tr><tr><td>X</td><td>Y</td><td>Z</td></tr><tr><td>1</td><td>4</td><td>5</td><td>N.A.</td></tr><tr><td>2</td><td>3</td><td>6</td><td>N.A.</td></tr><tr><td>3</td><td>24</td><td>13</td><td>N.A.</td></tr><tr><td>4</td><td>N.A.</td><td>5</td><td>17</td></tr><tr><td colspan=""4"">Note: N.A. indicates the behavior was not<br>displayed in the habitat.</td></tr></table>","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","<table><tr><td colspan=""4"">Table 3</td></tr><tr><td>Anole<br>species</td><td>Habitat</td><td>Average display time for Behavior 5 (s)</td><td></td></tr><tr><td>Green</td><td>X</td><td>23.1</td><td></td></tr><tr><td>Green</td><td>Y</td><td>23.7</td><td></td></tr><tr><td>Brown</td><td>Y</td><td>49.6</td><td></td></tr><tr><td>Brown</td><td>Z</td><td>33.1</td><td></td></tr></table>",A student claimed that anoles are endotherms. Which of the following explains why this claim is incorrect? Anoles are:,"{'A': 'amphibians and primarily generate heat from internal metabolic processes to maintain body temperature.', 'B': 'amphibians and primarily absorb heat from the surrounding environment to maintain body temperature.', 'C': 'reptiles and primarily generate heat from internal metabolic processes to maintain body temperature.', 'D': 'reptiles and primarily absorb heat from the surrounding environment to maintain body temperature.'}",D,reptiles and primarily absorb heat from the surrounding environment to maintain body temperature.

1figure_4options/metadata.csv

@@ -1,79 +0,0 @@
-exam,subject,domain,passage_context,image_context,file_name,para1,para2,para3,para4,question,options,answer_label,answer
-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/000001_file_name.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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is equal to $(10.00 \mathrm{N}) + B$ .","## 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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","## 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 $0.00 \mathrm{N}$ , and the force exerted on the scale is $15.00 \mathrm{N}$ .","## 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 $5.00 \mathrm{N}$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","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,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/000002_file_name.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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is equal to $(10.00 \mathrm{N}) + B$ .","## 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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","## 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 $0.00 \mathrm{N}$ , and the force exerted on the scale is $15.00 \mathrm{N}$ .","## 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 $5.00 \mathrm{N}$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","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,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/000003_file_name.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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is equal to $(10.00 \mathrm{N}) + B$ .","## 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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","## 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 $0.00 \mathrm{N}$ , and the force exerted on the scale is $15.00 \mathrm{N}$ .","## 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 $5.00 \mathrm{N}$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","Suppose that it were determined that the magnitude of $B$ was $1.37\mathrm{N}$ . 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,$3.63\mathrm{N}$
-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/000004_file_name.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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is equal to $(10.00 \mathrm{N}) + B$ .","## 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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","## 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 $0.00 \mathrm{N}$ , and the force exerted on the scale is $15.00 \mathrm{N}$ .","## 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 $5.00 \mathrm{N}$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","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, $0.00\mathrm{N}$ or $5.00\mathrm{N}$ ?","{'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,"$5.00\mathrm{N}$ ; the teacher's hand would have been supporting the entire weight of the rod, because the buoyant force would have been zero."
-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/000005_file_name.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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is equal to $(10.00 \mathrm{N}) + B$ .","## 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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","## 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 $0.00 \mathrm{N}$ , and the force exerted on the scale is $15.00 \mathrm{N}$ .","## 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 $5.00 \mathrm{N}$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","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,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/000006_file_name.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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is equal to $(10.00 \mathrm{N}) + B$ .","## 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 $(5.00 \mathrm{N}) - B$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","## 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 $0.00 \mathrm{N}$ , and the force exerted on the scale is $15.00 \mathrm{N}$ .","## 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 $5.00 \mathrm{N}$ , and the force exerted on the scale is $10.00 \mathrm{N}$ .","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 $45.80\mathrm{N}$ , 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,$55.80\mathrm{N}$

1table2fig_4options/metadata.csv

@@ -1,85 +0,0 @@
-exam,subject,domain,passage_context,table1_context,table1,image1_context,image_1_file_name,image2_context,image_2_file_name,question,options,answer_label,answer
-act,science,life_science,Scientists hypothesized that heating tomatoes affects the concentration of nutrients such as vitamin C and lycopene (a red pigment) in the tomatoes. They conducted 2 experiments to test their hypothesis.,"Experiment 1
-
-Two kilograms of a particular variety of raw tomatoes were sliced and then blended in a food processor until a homogeneous (uniform) tomato mixture was produced. The mixture was divided into 4 equal samples (Samples 1- 4). Each sample was placed in a separate plastic bag, and the bags were sealed. The bag containing Sample 1 was immediately frozen at \(- 40^{\circ}\mathrm{C}\) . The bags containing Samples 2- 4 were each incubated in a water bath at $88^{\circ}\mathrm{C}$ for a different period of time (see Table 1) and then frozen at \(- 40^{\circ}\mathrm{C}\$ .","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Sample</td><td>Incubation time at 88℃ (min)</td></tr><tr><td>1</td><td>0</td></tr><tr><td>2</td><td>2</td></tr><tr><td>3</td><td>15</td></tr><tr><td>4</td><td>30</td></tr></table>","Then, 2 days later, Steps 1- 3 were performed for each sample.
-
-1. The sample was thawed, and then $100\mathrm{g}$ of the sample was placed in a beaker containing $200\mathrm{mL}$ of Solvent A.
-
-2. The contents of the beaker were mixed for $5\mathrm{min}$ at $25^{\circ}\mathrm{C}$ and then filtered using a paper filter. The filtered liquid was collected.
-
-3. The filtered liquid was analyzed to determine the vitamin C concentration in micromoles per gram of tomato $(\mu \mathrm{mol / g}$ tomato).
-
-The results for each sample are shown in Figure 1.",images/000001_image_1_file_name.jpg,"Experiment 2
-
-Experiment 1 was repeated except that in Step 3 the filtered liquid was analyzed to determine the lycopene concentration in milligrams per gram of tomato $(\mathrm{mg / g}$ tomato). The results for each sample are shown in Figure 2.",images/000001_image_2_file_name.jpg,Which of the samples in Experiment 1 was most likely intended as a control for the concentration of vitamin C present in the unheated tomatoes?,"{'A': 'Sample 1', 'B': 'Sample 2', 'C': 'Sample 3', 'D': 'Sample 4'}",A,Sample 1
-act,science,life_science,Scientists hypothesized that heating tomatoes affects the concentration of nutrients such as vitamin C and lycopene (a red pigment) in the tomatoes. They conducted 2 experiments to test their hypothesis.,"Experiment 1
-
-Two kilograms of a particular variety of raw tomatoes were sliced and then blended in a food processor until a homogeneous (uniform) tomato mixture was produced. The mixture was divided into 4 equal samples (Samples 1- 4). Each sample was placed in a separate plastic bag, and the bags were sealed. The bag containing Sample 1 was immediately frozen at \(- 40^{\circ}\mathrm{C}\) . The bags containing Samples 2- 4 were each incubated in a water bath at $88^{\circ}\mathrm{C}$ for a different period of time (see Table 1) and then frozen at \(- 40^{\circ}\mathrm{C}\$ .","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Sample</td><td>Incubation time at 88℃ (min)</td></tr><tr><td>1</td><td>0</td></tr><tr><td>2</td><td>2</td></tr><tr><td>3</td><td>15</td></tr><tr><td>4</td><td>30</td></tr></table>","Then, 2 days later, Steps 1- 3 were performed for each sample.
-
-1. The sample was thawed, and then $100\mathrm{g}$ of the sample was placed in a beaker containing $200\mathrm{mL}$ of Solvent A.
-
-2. The contents of the beaker were mixed for $5\mathrm{min}$ at $25^{\circ}\mathrm{C}$ and then filtered using a paper filter. The filtered liquid was collected.
-
-3. The filtered liquid was analyzed to determine the vitamin C concentration in micromoles per gram of tomato $(\mu \mathrm{mol / g}$ tomato).
-
-The results for each sample are shown in Figure 1.",images/000002_image_1_file_name.jpg,"Experiment 2
-
-Experiment 1 was repeated except that in Step 3 the filtered liquid was analyzed to determine the lycopene concentration in milligrams per gram of tomato $(\mathrm{mg / g}$ tomato). The results for each sample are shown in Figure 2.",images/000002_image_2_file_name.jpg,"Based on the results of Experiment 2, which of the following incubation times would most likely have produced a tomato mixture with a lycopene concentration between $5\mathrm{mg / g}$ tomato and $6\mathrm{mg / g}$ tomato?","{'A': '$0\\mathrm{min}$', 'B': '$0.2\\mathrm{min}$', 'C': '$2\\mathrm{min}$', 'D': '$20\\mathrm{min}$'}",D,$20\mathrm{min}$
-act,science,life_science,Scientists hypothesized that heating tomatoes affects the concentration of nutrients such as vitamin C and lycopene (a red pigment) in the tomatoes. They conducted 2 experiments to test their hypothesis.,"Experiment 1
-
-Two kilograms of a particular variety of raw tomatoes were sliced and then blended in a food processor until a homogeneous (uniform) tomato mixture was produced. The mixture was divided into 4 equal samples (Samples 1- 4). Each sample was placed in a separate plastic bag, and the bags were sealed. The bag containing Sample 1 was immediately frozen at \(- 40^{\circ}\mathrm{C}\) . The bags containing Samples 2- 4 were each incubated in a water bath at $88^{\circ}\mathrm{C}$ for a different period of time (see Table 1) and then frozen at \(- 40^{\circ}\mathrm{C}\$ .","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Sample</td><td>Incubation time at 88℃ (min)</td></tr><tr><td>1</td><td>0</td></tr><tr><td>2</td><td>2</td></tr><tr><td>3</td><td>15</td></tr><tr><td>4</td><td>30</td></tr></table>","Then, 2 days later, Steps 1- 3 were performed for each sample.
-
-1. The sample was thawed, and then $100\mathrm{g}$ of the sample was placed in a beaker containing $200\mathrm{mL}$ of Solvent A.
-
-2. The contents of the beaker were mixed for $5\mathrm{min}$ at $25^{\circ}\mathrm{C}$ and then filtered using a paper filter. The filtered liquid was collected.
-
-3. The filtered liquid was analyzed to determine the vitamin C concentration in micromoles per gram of tomato $(\mu \mathrm{mol / g}$ tomato).
-
-The results for each sample are shown in Figure 1.",images/000003_image_1_file_name.jpg,"Experiment 2
-
-Experiment 1 was repeated except that in Step 3 the filtered liquid was analyzed to determine the lycopene concentration in milligrams per gram of tomato $(\mathrm{mg / g}$ tomato). The results for each sample are shown in Figure 2.",images/000003_image_2_file_name.jpg,"A student claimed that heating tomatoes decreases the concentration of nutrients present. This claim is consistent with the results shown for which of vitamin C and lycopene, if either?","{'A': 'Vitamin C only', 'B': 'Lycopene only', 'C': 'Both vitamin C and lycopene', 'D': 'Neither vitamin C nor lycopene'}",B,Lycopene only
-act,science,physical_science,Scientists hypothesized that heating tomatoes affects the concentration of nutrients such as vitamin C and lycopene (a red pigment) in the tomatoes. They conducted 2 experiments to test their hypothesis.,"Experiment 1
-
-Two kilograms of a particular variety of raw tomatoes were sliced and then blended in a food processor until a homogeneous (uniform) tomato mixture was produced. The mixture was divided into 4 equal samples (Samples 1- 4). Each sample was placed in a separate plastic bag, and the bags were sealed. The bag containing Sample 1 was immediately frozen at \(- 40^{\circ}\mathrm{C}\) . The bags containing Samples 2- 4 were each incubated in a water bath at $88^{\circ}\mathrm{C}$ for a different period of time (see Table 1) and then frozen at \(- 40^{\circ}\mathrm{C}\$ .","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Sample</td><td>Incubation time at 88℃ (min)</td></tr><tr><td>1</td><td>0</td></tr><tr><td>2</td><td>2</td></tr><tr><td>3</td><td>15</td></tr><tr><td>4</td><td>30</td></tr></table>","Then, 2 days later, Steps 1- 3 were performed for each sample.
-
-1. The sample was thawed, and then $100\mathrm{g}$ of the sample was placed in a beaker containing $200\mathrm{mL}$ of Solvent A.
-
-2. The contents of the beaker were mixed for $5\mathrm{min}$ at $25^{\circ}\mathrm{C}$ and then filtered using a paper filter. The filtered liquid was collected.
-
-3. The filtered liquid was analyzed to determine the vitamin C concentration in micromoles per gram of tomato $(\mu \mathrm{mol / g}$ tomato).
-
-The results for each sample are shown in Figure 1.",images/000004_image_1_file_name.jpg,"Experiment 2
-
-Experiment 1 was repeated except that in Step 3 the filtered liquid was analyzed to determine the lycopene concentration in milligrams per gram of tomato $(\mathrm{mg / g}$ tomato). The results for each sample are shown in Figure 2.",images/000004_image_2_file_name.jpg,"Assume that, in the experiments, the water bath contained pure water at standard atmospheric pressure (1 atmosphere; atm). While the bags containing the samples were being incubated, was the water in the water bath most likely boiling?","{'A': 'Yes; the incubation temperature was less than the boiling point of water at 1 atm.', 'B': 'Yes; the incubation temperature was greater than the boiling point of water at 1 atm.', 'C': 'No; the incubation temperature was less than the boiling point of water at 1 atm.', 'D': 'No; the incubation temperature was greater than the boiling point of water at 1 atm.'}",C,No; the incubation temperature was less than the boiling point of water at 1 atm.
-act,science,life_science,Scientists hypothesized that heating tomatoes affects the concentration of nutrients such as vitamin C and lycopene (a red pigment) in the tomatoes. They conducted 2 experiments to test their hypothesis.,"Experiment 1
-
-Two kilograms of a particular variety of raw tomatoes were sliced and then blended in a food processor until a homogeneous (uniform) tomato mixture was produced. The mixture was divided into 4 equal samples (Samples 1- 4). Each sample was placed in a separate plastic bag, and the bags were sealed. The bag containing Sample 1 was immediately frozen at \(- 40^{\circ}\mathrm{C}\) . The bags containing Samples 2- 4 were each incubated in a water bath at $88^{\circ}\mathrm{C}$ for a different period of time (see Table 1) and then frozen at \(- 40^{\circ}\mathrm{C}\$ .","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Sample</td><td>Incubation time at 88℃ (min)</td></tr><tr><td>1</td><td>0</td></tr><tr><td>2</td><td>2</td></tr><tr><td>3</td><td>15</td></tr><tr><td>4</td><td>30</td></tr></table>","Then, 2 days later, Steps 1- 3 were performed for each sample.
-
-1. The sample was thawed, and then $100\mathrm{g}$ of the sample was placed in a beaker containing $200\mathrm{mL}$ of Solvent A.
-
-2. The contents of the beaker were mixed for $5\mathrm{min}$ at $25^{\circ}\mathrm{C}$ and then filtered using a paper filter. The filtered liquid was collected.
-
-3. The filtered liquid was analyzed to determine the vitamin C concentration in micromoles per gram of tomato $(\mu \mathrm{mol / g}$ tomato).
-
-The results for each sample are shown in Figure 1.",images/000005_image_1_file_name.jpg,"Experiment 2
-
-Experiment 1 was repeated except that in Step 3 the filtered liquid was analyzed to determine the lycopene concentration in milligrams per gram of tomato $(\mathrm{mg / g}$ tomato). The results for each sample are shown in Figure 2.",images/000005_image_2_file_name.jpg,"In Experiment 1, how many of the samples had a vitamin C concentration of less than $1.0\mu \mathrm{mol / g}$ tomato?","{'A': '0', 'B': '1', 'C': '3', 'D': '4'}",D,4
-act,science,life_science,Scientists hypothesized that heating tomatoes affects the concentration of nutrients such as vitamin C and lycopene (a red pigment) in the tomatoes. They conducted 2 experiments to test their hypothesis.,"Experiment 1
-
-Two kilograms of a particular variety of raw tomatoes were sliced and then blended in a food processor until a homogeneous (uniform) tomato mixture was produced. The mixture was divided into 4 equal samples (Samples 1- 4). Each sample was placed in a separate plastic bag, and the bags were sealed. The bag containing Sample 1 was immediately frozen at \(- 40^{\circ}\mathrm{C}\) . The bags containing Samples 2- 4 were each incubated in a water bath at $88^{\circ}\mathrm{C}$ for a different period of time (see Table 1) and then frozen at \(- 40^{\circ}\mathrm{C}\$ .","<table><tr><td colspan=""2"">Table 1</td></tr><tr><td>Sample</td><td>Incubation time at 88℃ (min)</td></tr><tr><td>1</td><td>0</td></tr><tr><td>2</td><td>2</td></tr><tr><td>3</td><td>15</td></tr><tr><td>4</td><td>30</td></tr></table>","Then, 2 days later, Steps 1- 3 were performed for each sample.
-
-1. The sample was thawed, and then $100\mathrm{g}$ of the sample was placed in a beaker containing $200\mathrm{mL}$ of Solvent A.
-
-2. The contents of the beaker were mixed for $5\mathrm{min}$ at $25^{\circ}\mathrm{C}$ and then filtered using a paper filter. The filtered liquid was collected.
-
-3. The filtered liquid was analyzed to determine the vitamin C concentration in micromoles per gram of tomato $(\mu \mathrm{mol / g}$ tomato).
-
-The results for each sample are shown in Figure 1.",images/000006_image_1_file_name.jpg,"Experiment 2
-
-Experiment 1 was repeated except that in Step 3 the filtered liquid was analyzed to determine the lycopene concentration in milligrams per gram of tomato $(\mathrm{mg / g}$ tomato). The results for each sample are shown in Figure 2.",images/000006_image_2_file_name.jpg,"Consider the following procedures performed in Experiment 2 for Sample 2.
-
-1. The sample was frozen.
-2. The sample was incubated in the water bath.
-3. The sample and solvent mixture was filtered.
-
-These procedures were performed in what order?","{'A': '1, 2, 3', 'B': '1, 3, 2', 'C': '2, 1, 3', 'D': '2, 3, 1'}",C,"2, 1, 3"