diff --git a/1fig1table_4options/images/000001_file_name.jpg b/1fig1table_4options/images/000001_file_name.jpg deleted file mode 100644 index 89b80865340ef3ddf774d39fc0843234e513bb5d..0000000000000000000000000000000000000000 --- a/1fig1table_4options/images/000001_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:fd3ee4750fe44b64588f3b19b83113877f98baa3e1b094ec5aad828a778fedcd -size 27309 diff --git a/1fig1table_4options/images/000002_file_name.jpg b/1fig1table_4options/images/000002_file_name.jpg deleted file mode 100644 index 89b80865340ef3ddf774d39fc0843234e513bb5d..0000000000000000000000000000000000000000 --- a/1fig1table_4options/images/000002_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:fd3ee4750fe44b64588f3b19b83113877f98baa3e1b094ec5aad828a778fedcd -size 27309 diff --git a/1fig1table_4options/images/000003_file_name.jpg b/1fig1table_4options/images/000003_file_name.jpg deleted file mode 100644 index 89b80865340ef3ddf774d39fc0843234e513bb5d..0000000000000000000000000000000000000000 --- a/1fig1table_4options/images/000003_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:fd3ee4750fe44b64588f3b19b83113877f98baa3e1b094ec5aad828a778fedcd -size 27309 diff --git a/1fig1table_4options/images/000004_file_name.jpg b/1fig1table_4options/images/000004_file_name.jpg deleted file mode 100644 index 89b80865340ef3ddf774d39fc0843234e513bb5d..0000000000000000000000000000000000000000 --- a/1fig1table_4options/images/000004_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:fd3ee4750fe44b64588f3b19b83113877f98baa3e1b094ec5aad828a778fedcd -size 27309 diff --git a/1fig1table_4options/images/000005_file_name.jpg b/1fig1table_4options/images/000005_file_name.jpg deleted file mode 100644 index 89b80865340ef3ddf774d39fc0843234e513bb5d..0000000000000000000000000000000000000000 --- a/1fig1table_4options/images/000005_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:fd3ee4750fe44b64588f3b19b83113877f98baa3e1b094ec5aad828a778fedcd -size 27309 diff --git a/1fig1table_4options/metadata.csv b/1fig1table_4options/metadata.csv deleted file mode 100644 index a41d6f5db36ec0ef2e7e8941753a698f2e363237..0000000000000000000000000000000000000000 --- a/1fig1table_4options/metadata.csv +++ /dev/null @@ -1,6 +0,0 @@ -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 1
ElementSymbolPercent by mass in Alloy Q
AluminumAl88.7
SiliconSi10.8
ManganeseMn0.28
MagnesiumMg0.22
","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 1
ElementSymbolPercent by mass in Alloy Q
AluminumAl88.7
SiliconSi10.8
ManganeseMn0.28
MagnesiumMg0.22
","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 1
ElementSymbolPercent by mass in Alloy Q
AluminumAl88.7
SiliconSi10.8
ManganeseMn0.28
MagnesiumMg0.22
","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 1
ElementSymbolPercent by mass in Alloy Q
AluminumAl88.7
SiliconSi10.8
ManganeseMn0.28
MagnesiumMg0.22
","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 1
ElementSymbolPercent by mass in Alloy Q
AluminumAl88.7
SiliconSi10.8
ManganeseMn0.28
MagnesiumMg0.22
","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,$0.44 \mathrm{g}$ diff --git a/1fig_2tables_4options/images/000001_file_name.jpg b/1fig_2tables_4options/images/000001_file_name.jpg deleted file mode 100644 index a84734250a46d448348158e001922727898123ec..0000000000000000000000000000000000000000 --- a/1fig_2tables_4options/images/000001_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:996b7663deb21a16a88716adef0a3294ba37cfbd385377a767784ad659af5f41 -size 7702 diff --git a/1fig_2tables_4options/images/000002_file_name.jpg b/1fig_2tables_4options/images/000002_file_name.jpg deleted file mode 100644 index a84734250a46d448348158e001922727898123ec..0000000000000000000000000000000000000000 --- a/1fig_2tables_4options/images/000002_file_name.jpg +++ 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deleted file mode 100644 index 4f6b6fa065b61de83e290587ff11f700803d0e77..0000000000000000000000000000000000000000 --- a/1fig_2tables_4options/images/000009_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:2a0f21ecf3f952d7eec97da795c155ddcf4ce6f8652b71433acc1d6e3fbbde7d -size 18611 diff --git a/1fig_2tables_4options/images/000010_file_name.jpg b/1fig_2tables_4options/images/000010_file_name.jpg deleted file mode 100644 index 4f6b6fa065b61de83e290587ff11f700803d0e77..0000000000000000000000000000000000000000 --- a/1fig_2tables_4options/images/000010_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:2a0f21ecf3f952d7eec97da795c155ddcf4ce6f8652b71433acc1d6e3fbbde7d -size 18611 diff --git a/1fig_2tables_4options/metadata.csv b/1fig_2tables_4options/metadata.csv deleted file mode 100644 index 96fb795740dc5b2d02898da1197044d2aa91b912..0000000000000000000000000000000000000000 --- a/1fig_2tables_4options/metadata.csv +++ /dev/null @@ -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 1
AlkaneChemical formulaMP -(℃)BP -(℃)
Propane$C_{3}H_{8}$-187-42
Butane$C_{4}H_{10}$-138-1
Pentane$C_{5}H_{12}$-13036
Hexane$C_{6}H_{14}$-9569
Heptane$C_{7}H_{16}$-9198
Octane$C_{8}H_{18}$-57126
Nonane$C_{9}H_{20}$-53151
","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","
Table 2
AlkaneChemical formulaMP -(℃)BP -(℃)
Cyclopropane$C_{3}H_{6}$-128-31
Cyclobutane$C_{4}H_{8}$-9113
Cyclopentane$C_{5}H_{10}$-9349
Cyclohexane$C_{6}H_{12}$781
Cycloheptane$C_{7}H_{14}$-8119
Cyclooctane$C_{8}H_{16}$15151
Cyclononane$C_{9}H_{18}$11173
","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 1
AlkaneChemical formulaMP -(℃)BP -(℃)
Propane$C_{3}H_{8}$-187-42
Butane$C_{4}H_{10}$-138-1
Pentane$C_{5}H_{12}$-13036
Hexane$C_{6}H_{14}$-9569
Heptane$C_{7}H_{16}$-9198
Octane$C_{8}H_{18}$-57126
Nonane$C_{9}H_{20}$-53151
","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","
Table 2
AlkaneChemical formulaMP -(℃)BP -(℃)
Cyclopropane$C_{3}H_{6}$-128-31
Cyclobutane$C_{4}H_{8}$-9113
Cyclopentane$C_{5}H_{10}$-9349
Cyclohexane$C_{6}H_{12}$781
Cycloheptane$C_{7}H_{14}$-8119
Cyclooctane$C_{8}H_{16}$15151
Cyclononane$C_{9}H_{18}$11173
","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 1
AlkaneChemical formulaMP -(℃)BP -(℃)
Propane$C_{3}H_{8}$-187-42
Butane$C_{4}H_{10}$-138-1
Pentane$C_{5}H_{12}$-13036
Hexane$C_{6}H_{14}$-9569
Heptane$C_{7}H_{16}$-9198
Octane$C_{8}H_{18}$-57126
Nonane$C_{9}H_{20}$-53151
","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","
Table 2
AlkaneChemical formulaMP -(℃)BP -(℃)
Cyclopropane$C_{3}H_{6}$-128-31
Cyclobutane$C_{4}H_{8}$-9113
Cyclopentane$C_{5}H_{10}$-9349
Cyclohexane$C_{6}H_{12}$781
Cycloheptane$C_{7}H_{14}$-8119
Cyclooctane$C_{8}H_{16}$15151
Cyclononane$C_{9}H_{18}$11173
","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 1
AlkaneChemical formulaMP -(℃)BP -(℃)
Propane$C_{3}H_{8}$-187-42
Butane$C_{4}H_{10}$-138-1
Pentane$C_{5}H_{12}$-13036
Hexane$C_{6}H_{14}$-9569
Heptane$C_{7}H_{16}$-9198
Octane$C_{8}H_{18}$-57126
Nonane$C_{9}H_{20}$-53151
","Table 2 shows, for each of 7 cycloalkanes, the name, chemical formula, MP at 1 atm, and BP at 1 atm.","
Table 2
AlkaneChemical formulaMP -(℃)BP -(℃)
Cyclopropane$C_{3}H_{6}$-128-31
Cyclobutane$C_{4}H_{8}$-9113
Cyclopentane$C_{5}H_{10}$-9349
Cyclohexane$C_{6}H_{12}$781
Cycloheptane$C_{7}H_{14}$-8119
Cyclooctane$C_{8}H_{16}$15151
Cyclononane$C_{9}H_{18}$11173
","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 1
ColorFrequency (× 10¹⁴ Hz)E (eV)K (eV)
Red4.41.81N.A.*
Yellow5.22.14N.A.*
Green5.62.310.11
Blue6.32.600.40
Violet7.53.100.90
*N.A.—Not available; no electrons were ejected.
","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 2
Relative intensityCurrent (mA)K (eV)
100%40.00.90
50%19.80.90
25%9.80.90
12.5%4.80.90
","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 1
ColorFrequency (× 10¹⁴ Hz)E (eV)K (eV)
Red4.41.81N.A.*
Yellow5.22.14N.A.*
Green5.62.310.11
Blue6.32.600.40
Violet7.53.100.90
*N.A.—Not available; no electrons were ejected.
","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 2
Relative intensityCurrent (mA)K (eV)
100%40.00.90
50%19.80.90
25%9.80.90
12.5%4.80.90
",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 1
ColorFrequency (× 10¹⁴ Hz)E (eV)K (eV)
Red4.41.81N.A.*
Yellow5.22.14N.A.*
Green5.62.310.11
Blue6.32.600.40
Violet7.53.100.90
*N.A.—Not available; no electrons were ejected.
","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 2
Relative intensityCurrent (mA)K (eV)
100%40.00.90
50%19.80.90
25%9.80.90
12.5%4.80.90
","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 1
ColorFrequency (× 10¹⁴ Hz)E (eV)K (eV)
Red4.41.81N.A.*
Yellow5.22.14N.A.*
Green5.62.310.11
Blue6.32.600.40
Violet7.53.100.90
*N.A.—Not available; no electrons were ejected.
","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 2
Relative intensityCurrent (mA)K (eV)
100%40.00.90
50%19.80.90
25%9.80.90
12.5%4.80.90
","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 1
ColorFrequency (× 10¹⁴ Hz)E (eV)K (eV)
Red4.41.81N.A.*
Yellow5.22.14N.A.*
Green5.62.310.11
Blue6.32.600.40
Violet7.53.100.90
*N.A.—Not available; no electrons were ejected.
","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 2
Relative intensityCurrent (mA)K (eV)
100%40.00.90
50%19.80.90
25%9.80.90
12.5%4.80.90
","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 1
ColorFrequency (× 10¹⁴ Hz)E (eV)K (eV)
Red4.41.81N.A.*
Yellow5.22.14N.A.*
Green5.62.310.11
Blue6.32.600.40
Violet7.53.100.90
*N.A.—Not available; no electrons were ejected.
","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 2
Relative intensityCurrent (mA)K (eV)
100%40.00.90
50%19.80.90
25%9.80.90
12.5%4.80.90
","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}} diff --git a/1fig_3tables_4options/images/000001_file_name.jpg b/1fig_3tables_4options/images/000001_file_name.jpg deleted file mode 100644 index 2288d1631916d8ae3cc324a9b1f0f544af114f51..0000000000000000000000000000000000000000 --- a/1fig_3tables_4options/images/000001_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:5407566502aaea2d76a0c990a32f32fdc2cc2a90f274983cabf9b1fa436cb96c -size 19931 diff --git a/1fig_3tables_4options/images/000002_file_name.jpg b/1fig_3tables_4options/images/000002_file_name.jpg deleted file mode 100644 index 2288d1631916d8ae3cc324a9b1f0f544af114f51..0000000000000000000000000000000000000000 --- a/1fig_3tables_4options/images/000002_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:5407566502aaea2d76a0c990a32f32fdc2cc2a90f274983cabf9b1fa436cb96c -size 19931 diff --git a/1fig_3tables_4options/images/000003_file_name.jpg b/1fig_3tables_4options/images/000003_file_name.jpg deleted file mode 100644 index 2288d1631916d8ae3cc324a9b1f0f544af114f51..0000000000000000000000000000000000000000 --- a/1fig_3tables_4options/images/000003_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:5407566502aaea2d76a0c990a32f32fdc2cc2a90f274983cabf9b1fa436cb96c -size 19931 diff --git a/1fig_3tables_4options/images/000004_file_name.jpg b/1fig_3tables_4options/images/000004_file_name.jpg deleted file mode 100644 index 2288d1631916d8ae3cc324a9b1f0f544af114f51..0000000000000000000000000000000000000000 --- a/1fig_3tables_4options/images/000004_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:5407566502aaea2d76a0c990a32f32fdc2cc2a90f274983cabf9b1fa436cb96c -size 19931 diff --git a/1fig_3tables_4options/images/000005_file_name.jpg b/1fig_3tables_4options/images/000005_file_name.jpg deleted file mode 100644 index 2288d1631916d8ae3cc324a9b1f0f544af114f51..0000000000000000000000000000000000000000 --- a/1fig_3tables_4options/images/000005_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:5407566502aaea2d76a0c990a32f32fdc2cc2a90f274983cabf9b1fa436cb96c -size 19931 diff --git a/1fig_3tables_4options/metadata.csv b/1fig_3tables_4options/metadata.csv deleted file mode 100644 index 9d15772e8ae312c5ada4f6088ecdaf48fa7dc8ca..0000000000000000000000000000000000000000 --- a/1fig_3tables_4options/metadata.csv +++ /dev/null @@ -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 1
HabitatAnole species present:
Xgreen only
Ygreen and brown
Zbrown only
",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 2
BehaviorNumber of times behavior was
displayed in Habitat:
XYZ
145N.A.
236N.A.
32413N.A.
4N.A.517
Note: N.A. indicates the behavior was not
displayed in the habitat.
","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","
Table 3
Anole
species		HabitatAverage display time for Behavior 5 (s)
GreenX23.1
GreenY23.7
BrownY49.6
BrownZ33.1
","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 1
HabitatAnole species present:
Xgreen only
Ygreen and brown
Zbrown only
",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 2
BehaviorNumber of times behavior was
displayed in Habitat:
XYZ
145N.A.
236N.A.
32413N.A.
4N.A.517
Note: N.A. indicates the behavior was not
displayed in the habitat.
","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","
Table 3
Anole
species		HabitatAverage display time for Behavior 5 (s)
GreenX23.1
GreenY23.7
BrownY49.6
BrownZ33.1
","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 1
HabitatAnole species present:
Xgreen only
Ygreen and brown
Zbrown only
",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 2
BehaviorNumber of times behavior was
displayed in Habitat:
XYZ
145N.A.
236N.A.
32413N.A.
4N.A.517
Note: N.A. indicates the behavior was not
displayed in the habitat.
","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","
Table 3
Anole
species		HabitatAverage display time for Behavior 5 (s)
GreenX23.1
GreenY23.7
BrownY49.6
BrownZ33.1
","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 1
HabitatAnole species present:
Xgreen only
Ygreen and brown
Zbrown only
",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 2
BehaviorNumber of times behavior was
displayed in Habitat:
XYZ
145N.A.
236N.A.
32413N.A.
4N.A.517
Note: N.A. indicates the behavior was not
displayed in the habitat.
","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","
Table 3
Anole
species		HabitatAverage display time for Behavior 5 (s)
GreenX23.1
GreenY23.7
BrownY49.6
BrownZ33.1
","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 1
HabitatAnole species present:
Xgreen only
Ygreen and brown
Zbrown only
",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 2
BehaviorNumber of times behavior was
displayed in Habitat:
XYZ
145N.A.
236N.A.
32413N.A.
4N.A.517
Note: N.A. indicates the behavior was not
displayed in the habitat.
","Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.","
Table 3
Anole
species		HabitatAverage display time for Behavior 5 (s)
GreenX23.1
GreenY23.7
BrownY49.6
BrownZ33.1
",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. diff --git a/1figure_4options/images/000001_file_name.jpg b/1figure_4options/images/000001_file_name.jpg deleted file mode 100644 index 68ea16430a000d42b0ea69550627952a231a80cc..0000000000000000000000000000000000000000 --- a/1figure_4options/images/000001_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:b8449c5d8183a423485640ffa4a8dcbd0f6766939685bbbb60269ba5e83702f7 -size 23243 diff --git a/1figure_4options/images/000002_file_name.jpg b/1figure_4options/images/000002_file_name.jpg deleted file mode 100644 index 68ea16430a000d42b0ea69550627952a231a80cc..0000000000000000000000000000000000000000 --- a/1figure_4options/images/000002_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:b8449c5d8183a423485640ffa4a8dcbd0f6766939685bbbb60269ba5e83702f7 -size 23243 diff --git a/1figure_4options/images/000003_file_name.jpg b/1figure_4options/images/000003_file_name.jpg deleted file mode 100644 index 68ea16430a000d42b0ea69550627952a231a80cc..0000000000000000000000000000000000000000 --- a/1figure_4options/images/000003_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:b8449c5d8183a423485640ffa4a8dcbd0f6766939685bbbb60269ba5e83702f7 -size 23243 diff --git a/1figure_4options/images/000004_file_name.jpg b/1figure_4options/images/000004_file_name.jpg deleted file mode 100644 index 68ea16430a000d42b0ea69550627952a231a80cc..0000000000000000000000000000000000000000 --- a/1figure_4options/images/000004_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:b8449c5d8183a423485640ffa4a8dcbd0f6766939685bbbb60269ba5e83702f7 -size 23243 diff --git a/1figure_4options/images/000005_file_name.jpg b/1figure_4options/images/000005_file_name.jpg deleted file mode 100644 index 68ea16430a000d42b0ea69550627952a231a80cc..0000000000000000000000000000000000000000 --- a/1figure_4options/images/000005_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:b8449c5d8183a423485640ffa4a8dcbd0f6766939685bbbb60269ba5e83702f7 -size 23243 diff --git a/1figure_4options/images/000006_file_name.jpg b/1figure_4options/images/000006_file_name.jpg deleted file mode 100644 index 68ea16430a000d42b0ea69550627952a231a80cc..0000000000000000000000000000000000000000 --- a/1figure_4options/images/000006_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:b8449c5d8183a423485640ffa4a8dcbd0f6766939685bbbb60269ba5e83702f7 -size 23243 diff --git a/1figure_4options/metadata.csv b/1figure_4options/metadata.csv deleted file mode 100644 index 21fb32326af65754f58e927d56951de3620189b2..0000000000000000000000000000000000000000 --- a/1figure_4options/metadata.csv +++ /dev/null @@ -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,$55.80\mathrm{N}$ diff --git a/1table2fig_4options/images/000001_image_1_file_name.jpg b/1table2fig_4options/images/000001_image_1_file_name.jpg deleted file mode 100644 index 5cb69e65a3549678b76ff99c8727f2605214080b..0000000000000000000000000000000000000000 --- a/1table2fig_4options/images/000001_image_1_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:b0677189d4d4395838373b6151b9c429322822f118da63640b7b8bdd8c21feb1 -size 19652 diff --git a/1table2fig_4options/images/000001_image_2_file_name.jpg b/1table2fig_4options/images/000001_image_2_file_name.jpg deleted file mode 100644 index 238bd64425858d69d10dbdfcba0fefa9eb8cc093..0000000000000000000000000000000000000000 --- 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sha256:3cec554f69eb2965d2d0731dcb9ab9a124694b4615f6b0570c22387acb66f31d -size 17668 diff --git a/1table2fig_4options/metadata.csv b/1table2fig_4options/metadata.csv deleted file mode 100644 index 7fcce07e7383e47ba1583d8f83cff59d82398063..0000000000000000000000000000000000000000 --- a/1table2fig_4options/metadata.csv +++ /dev/null @@ -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 1
SampleIncubation time at 88℃ (min)
10
22
315
430
","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 1
SampleIncubation time at 88℃ (min)
10
22
315
430
","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 1
SampleIncubation time at 88℃ (min)
10
22
315
430
","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 1
SampleIncubation time at 88℃ (min)
10
22
315
430
","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 1
SampleIncubation time at 88℃ (min)
10
22
315
430
","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 1
SampleIncubation time at 88℃ (min)
10
22
315
430
","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" diff --git a/2fig_4options/images/000001_image_1_file_name.jpg b/2fig_4options/images/000001_image_1_file_name.jpg deleted file mode 100644 index ad3e5e01823940ca30ad89e87a11c89e685ccc41..0000000000000000000000000000000000000000 --- a/2fig_4options/images/000001_image_1_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:4e04ff3677b9ac3bf821973d0e345e576eeeccc302460c8ffb8bc98a805b0b5b -size 31082 diff --git a/2fig_4options/images/000001_image_2_file_name.jpg b/2fig_4options/images/000001_image_2_file_name.jpg deleted file mode 100644 index 8a5c4f88eabc52d55f08367db0edfe7070448145..0000000000000000000000000000000000000000 --- a/2fig_4options/images/000001_image_2_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid 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deleted file mode 100644 index ad3e5e01823940ca30ad89e87a11c89e685ccc41..0000000000000000000000000000000000000000 --- a/2fig_4options/images/000004_image_1_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:4e04ff3677b9ac3bf821973d0e345e576eeeccc302460c8ffb8bc98a805b0b5b -size 31082 diff --git a/2fig_4options/images/000004_image_2_file_name.jpg b/2fig_4options/images/000004_image_2_file_name.jpg deleted file mode 100644 index 8a5c4f88eabc52d55f08367db0edfe7070448145..0000000000000000000000000000000000000000 --- a/2fig_4options/images/000004_image_2_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:a067284bc832427f1e39b029f1319b89b41b42dfc8301e2cef9a727818929ccd -size 34696 diff --git a/2fig_4options/images/000005_image_1_file_name.jpg b/2fig_4options/images/000005_image_1_file_name.jpg deleted file mode 100644 index ad3e5e01823940ca30ad89e87a11c89e685ccc41..0000000000000000000000000000000000000000 --- a/2fig_4options/images/000005_image_1_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:4e04ff3677b9ac3bf821973d0e345e576eeeccc302460c8ffb8bc98a805b0b5b -size 31082 diff --git a/2fig_4options/images/000005_image_2_file_name.jpg b/2fig_4options/images/000005_image_2_file_name.jpg deleted file mode 100644 index 8a5c4f88eabc52d55f08367db0edfe7070448145..0000000000000000000000000000000000000000 --- a/2fig_4options/images/000005_image_2_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:a067284bc832427f1e39b029f1319b89b41b42dfc8301e2cef9a727818929ccd -size 34696 diff --git a/2fig_4options/metadata.csv b/2fig_4options/metadata.csv deleted file mode 100644 index abe5e36d4241f8ef94995a08eb598b25c01fea32..0000000000000000000000000000000000000000 --- a/2fig_4options/metadata.csv +++ /dev/null @@ -1,6 +0,0 @@ -exam,subject,domain,passage_context,image_1_file_name,image_2_file_name,question,options,answer_label,answer -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/000001_image_1_file_name.jpg,images/000001_image_2_file_name.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,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/000002_image_1_file_name.jpg,images/000002_image_2_file_name.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,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/000003_image_1_file_name.jpg,images/000003_image_2_file_name.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,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/000004_image_1_file_name.jpg,images/000004_image_2_file_name.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,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/000005_image_1_file_name.jpg,images/000005_image_2_file_name.jpg,"Based on Figure 1, in the initial generation of each of P1-P4, how many amoebas had the genotype AA, and how many amoebas had the genotype BB?","{'A': 'Amoebas with genotype AA: 5,000 Amoebas with genotype BB: 5,000', 'B': 'Amoebas with genotype AA: 5,000 Amoebas with genotype B: 10,000', 'C': 'Amoebas with genotype AA: 10,000 Amoebas with genotype BB: 5,000', 'D': 'Amoebas with genotype AA: 10,000 Amoebas with genotype B: 10,000'}",A,"Amoebas with genotype AA: 5,000 Amoebas with genotype BB: 5,000" diff --git a/3fig_4options/images/000001_image_1_file_name.jpg b/3fig_4options/images/000001_image_1_file_name.jpg deleted file mode 100644 index d247527d1f7b47530544528a471457acc2679af1..0000000000000000000000000000000000000000 --- a/3fig_4options/images/000001_image_1_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version 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deleted file mode 100644 index 82e55c3648cbf708a1f71e3ef63fe685e673d361..0000000000000000000000000000000000000000 --- a/3fig_4options/images/000003_image_2_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:e99ca73d35dabf0ef848efc419f76e2e171d7de1abbca035a9769fe28cabb099 -size 21284 diff --git a/3fig_4options/images/000003_image_3_file_name.jpg b/3fig_4options/images/000003_image_3_file_name.jpg deleted file mode 100644 index bc3a995fb6e75c41ac5356bd7122f793a4a542e1..0000000000000000000000000000000000000000 --- a/3fig_4options/images/000003_image_3_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:5713d918aeb98277be9d5bbedd08e17a431a5b3e989db04d70eefe68ef7f997e -size 23959 diff --git a/3fig_4options/images/000004_image_1_file_name.jpg b/3fig_4options/images/000004_image_1_file_name.jpg deleted file mode 100644 index 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deleted file mode 100644 index dbf60b131185e5d003f24e2df7a7fe319d0c92f0..0000000000000000000000000000000000000000 --- a/3fig_4options/images/000012_image_1_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:8e05b0f5db242861d2b76f945ee95a5f8ac30a62d581776e7dbf2b752b85e58e -size 22765 diff --git a/3fig_4options/images/000012_image_2_file_name.jpg b/3fig_4options/images/000012_image_2_file_name.jpg deleted file mode 100644 index d3b26b995358f71f43a096adc961be1324ad3ca8..0000000000000000000000000000000000000000 --- a/3fig_4options/images/000012_image_2_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:d314157b5844b2d9e9fb5373244cbbf24f0a5d983b0f1f5dc9512078fe665e95 -size 23028 diff --git a/3fig_4options/images/000012_image_3_file_name.jpg b/3fig_4options/images/000012_image_3_file_name.jpg deleted file mode 100644 index acf8bffadbc22a4e474c548d3027b97e0ca629c7..0000000000000000000000000000000000000000 --- a/3fig_4options/images/000012_image_3_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:66086c0aa5938ef15ceea805941441b881243c3aeef02b657497a7d22b3e990c -size 21667 diff --git a/3fig_4options/metadata.csv b/3fig_4options/metadata.csv deleted file mode 100644 index 4fb8ab6743f0e302af0d9bea09b36b84f3b2c3ed..0000000000000000000000000000000000000000 --- a/3fig_4options/metadata.csv +++ /dev/null @@ -1,27 +0,0 @@ -exam,subject,domain,passage_context,image1_context,image_1_file_name,image2_context,image_2_file_name,image3_context,image_3_file_name,question,options,answer_label,answer -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 $50~\mathrm{mL}$ volume of an aqueous $300~\mathrm{mg / L}$ Congo red solution having a particular $\mathrm{pH}$ 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 $25^{\circ}\mathrm{C}$ . 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.","Experiment 1 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same, and the shaking time was $360~\mathrm{min}$ . From trial to trial, the mass of B and of MB was varied. The results are shown in Figure 1.",images/000001_image_1_file_name.jpg,"Experiment 2 In all trials, the mass of B and of MB was $0.100\mathrm{g}$ , and the shaking time was $360~\mathrm{min}$ . From trial to trial, the $\mathrm{pH}$ of the Congo red solution was varied. The results are shown in Figure 2.",images/000001_image_2_file_name.jpg,"Experiment 3 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same as it was in Experiment 1, and the mass of B and of MB was $0.100\mathrm{g}$ . From trial to trial, the shaking time was varied. The results are shown in Figure 3.",images/000001_image_3_file_name.jpg,"In each trial, the flasks were most likely shaken to:","{'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,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 $50~\mathrm{mL}$ volume of an aqueous $300~\mathrm{mg / L}$ Congo red solution having a particular $\mathrm{pH}$ 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 $25^{\circ}\mathrm{C}$ . 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.","Experiment 1 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same, and the shaking time was $360~\mathrm{min}$ . From trial to trial, the mass of B and of MB was varied. The results are shown in Figure 1.",images/000002_image_1_file_name.jpg,"Experiment 2 In all trials, the mass of B and of MB was $0.100\mathrm{g}$ , and the shaking time was $360~\mathrm{min}$ . From trial to trial, the $\mathrm{pH}$ of the Congo red solution was varied. The results are shown in Figure 2.",images/000002_image_2_file_name.jpg,"Experiment 3 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same as it was in Experiment 1, and the mass of B and of MB was $0.100\mathrm{g}$ . From trial to trial, the shaking time was varied. The results are shown in Figure 3.",images/000002_image_3_file_name.jpg,"Suppose that, in an additional trial of Experiment 3, a shaking time of $100\mathrm{min}$ had been tested. The $\%$ CR removed by MB in this trial would most likely have been between:","{'A': '$10\\%$ and $20\\%$', 'B': '$20\\%$ and $30\\%$', 'C': '$70\\%$ and $80\\%$', 'D': '$80\\%$ and $90\\%$'}",D,$80\%$ and $90\%$ -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 $50~\mathrm{mL}$ volume of an aqueous $300~\mathrm{mg / L}$ Congo red solution having a particular $\mathrm{pH}$ 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 $25^{\circ}\mathrm{C}$ . 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.","Experiment 1 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same, and the shaking time was $360~\mathrm{min}$ . From trial to trial, the mass of B and of MB was varied. The results are shown in Figure 1.",images/000003_image_1_file_name.jpg,"Experiment 2 In all trials, the mass of B and of MB was $0.100\mathrm{g}$ , and the shaking time was $360~\mathrm{min}$ . From trial to trial, the $\mathrm{pH}$ of the Congo red solution was varied. The results are shown in Figure 2.",images/000003_image_2_file_name.jpg,"Experiment 3 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same as it was in Experiment 1, and the mass of B and of MB was $0.100\mathrm{g}$ . From trial to trial, the shaking time was varied. The results are shown in Figure 3.",images/000003_image_3_file_name.jpg,"In Experiment 2, the $\%$ CR removed by B from the neutral Congo red solution was closest to which of the following?","{'A': '$10\\%$', 'B': '$20\\%$', 'C': '$90\\%$', 'D': '$100\\%$'}",B,$20\%$ -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 $50~\mathrm{mL}$ volume of an aqueous $300~\mathrm{mg / L}$ Congo red solution having a particular $\mathrm{pH}$ 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 $25^{\circ}\mathrm{C}$ . 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.","Experiment 1 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same, and the shaking time was $360~\mathrm{min}$ . From trial to trial, the mass of B and of MB was varied. The results are shown in Figure 1.",images/000004_image_1_file_name.jpg,"Experiment 2 In all trials, the mass of B and of MB was $0.100\mathrm{g}$ , and the shaking time was $360~\mathrm{min}$ . From trial to trial, the $\mathrm{pH}$ of the Congo red solution was varied. The results are shown in Figure 2.",images/000004_image_2_file_name.jpg,"Experiment 3 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same as it was in Experiment 1, and the mass of B and of MB was $0.100\mathrm{g}$ . From trial to trial, the shaking time was varied. The results are shown in Figure 3.",images/000004_image_3_file_name.jpg,"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?","{'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,$\mathrm{pH}:5.0$ Shaking time: $240\mathrm{min}$ -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 $50~\mathrm{mL}$ volume of an aqueous $300~\mathrm{mg / L}$ Congo red solution having a particular $\mathrm{pH}$ 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 $25^{\circ}\mathrm{C}$ . 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.","Experiment 1 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same, and the shaking time was $360~\mathrm{min}$ . From trial to trial, the mass of B and of MB was varied. The results are shown in Figure 1.",images/000005_image_1_file_name.jpg,"Experiment 2 In all trials, the mass of B and of MB was $0.100\mathrm{g}$ , and the shaking time was $360~\mathrm{min}$ . From trial to trial, the $\mathrm{pH}$ of the Congo red solution was varied. The results are shown in Figure 2.",images/000005_image_2_file_name.jpg,"Experiment 3 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same as it was in Experiment 1, and the mass of B and of MB was $0.100\mathrm{g}$ . From trial to trial, the shaking time was varied. The results are shown in Figure 3.",images/000005_image_3_file_name.jpg,"Based on Figure 2 and additional information in the passage, how many trials were performed in Experiment 2?","{'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 $6\mathrm{pH}$ values." -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 $50~\mathrm{mL}$ volume of an aqueous $300~\mathrm{mg / L}$ Congo red solution having a particular $\mathrm{pH}$ 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 $25^{\circ}\mathrm{C}$ . 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.","Experiment 1 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same, and the shaking time was $360~\mathrm{min}$ . From trial to trial, the mass of B and of MB was varied. The results are shown in Figure 1.",images/000006_image_1_file_name.jpg,"Experiment 2 In all trials, the mass of B and of MB was $0.100\mathrm{g}$ , and the shaking time was $360~\mathrm{min}$ . From trial to trial, the $\mathrm{pH}$ of the Congo red solution was varied. The results are shown in Figure 2.",images/000006_image_2_file_name.jpg,"Experiment 3 In all trials, the $\mathrm{pH}$ of the Congo red solution was the same as it was in Experiment 1, and the mass of B and of MB was $0.100\mathrm{g}$ . From trial to trial, the shaking time was varied. The results are shown in Figure 3.",images/000006_image_3_file_name.jpg,Consider the description of Experiment 1 and the $\%$ CR removed by MB in the $0.200\mathrm{g}$ trial of Experiment 1. The concentration of Congo red that remained in the solution when the shaking ended was approximately:,"{'A': '$0\\mathrm{mg / L}$', 'B': '$100\\mathrm{mg / L}$', 'C': '$200\\mathrm{mg / L}$', 'D': '$300\\mathrm{mg / L}$'}",A,$0\mathrm{mg / L}$ -act,science,earth_environmental,"In a lake, water leaches (dissolves out) soluble organic compounds from decaying tree leaves, producing dissolved organic carbon (DOC). DOC is subsequently removed from the water if it is adsorbed by (becomes adhered to the surface of) clay mineral particles that are suspended in the water. Three studies done at a lake examined DOC adsorption by 3 clay minerals- CM1, CM2, and CM3- found in the lake's sediment. - -Green leaves were collected from 5 types of trees around the lake (maple, oak, pine, magnolia, and rhododendron). A 5 L volume of lake water was filtered to remove all solid particles. The following procedures were performed for each type of leaf: A $100\mathrm{g}$ sample of the leaves was mixed with a 1 L volume of the filtered lake water. The mixture was then placed in the dark for 10 weeks at $4^{\circ}\mathrm{C}$ while leaching occurred. At 10 weeks, the mixture was filtered to remove all solid particles. The resulting liquid (the leachate) was analyzed for DOC.","Study 1: The following procedures were performed for each leachate: A $100\mathrm{mL}$ volume of the leachate was mixed with $10\mathrm{g}$ of CM1. The mixture was stirred continuously for $2\mathrm{hr}$ , then filtered to remove all solid particles. The resulting liquid (the filtrate) was analyzed for DOC. The percent of the leachate DOC that had been adsorbed by CM1 was calculated",images/000007_image_1_file_name.jpg,"Study 2: Study 1 was repeated, substituting CM2 for CM1",images/000007_image_2_file_name.jpg,"Study 3: Study 1 was repeated, substituting CM3 for CM1",images/000007_image_3_file_name.jpg,"Based on the results of the studies, from which of the 5 leachates was the greatest percent of DOC adsorbed by CM1, CM2, and CM3, respectively?","{'A': 'CM1: maple\nCM2: maple\nCM3: rhododendron', 'B': 'CM1: oak\nCM2: pine\nCM3: magnolia', 'C': 'CM1: pine\nCM2: magnolia\nCM3: rhododendron', 'D': 'CM1: pine\nCM2: magnolia\nCM3: magnolia'}",D,"CM1: pine -CM2: magnolia -CM3: magnolia" -act,science,earth_environmental,"In a lake, water leaches (dissolves out) soluble organic compounds from decaying tree leaves, producing dissolved organic carbon (DOC). DOC is subsequently removed from the water if it is adsorbed by (becomes adhered to the surface of) clay mineral particles that are suspended in the water. Three studies done at a lake examined DOC adsorption by 3 clay minerals- CM1, CM2, and CM3- found in the lake's sediment. - -Green leaves were collected from 5 types of trees around the lake (maple, oak, pine, magnolia, and rhododendron). A 5 L volume of lake water was filtered to remove all solid particles. The following procedures were performed for each type of leaf: A $100\mathrm{g}$ sample of the leaves was mixed with a 1 L volume of the filtered lake water. The mixture was then placed in the dark for 10 weeks at $4^{\circ}\mathrm{C}$ while leaching occurred. At 10 weeks, the mixture was filtered to remove all solid particles. The resulting liquid (the leachate) was analyzed for DOC.","Study 1: The following procedures were performed for each leachate: A $100\mathrm{mL}$ volume of the leachate was mixed with $10\mathrm{g}$ of CM1. The mixture was stirred continuously for $2\mathrm{hr}$ , then filtered to remove all solid particles. The resulting liquid (the filtrate) was analyzed for DOC. The percent of the leachate DOC that had been adsorbed by CM1 was calculated",images/000008_image_1_file_name.jpg,"Study 2: Study 1 was repeated, substituting CM2 for CM1",images/000008_image_2_file_name.jpg,"Study 3: Study 1 was repeated, substituting CM3 for CM1",images/000008_image_3_file_name.jpg,"Based on the results of Study 3, the percent of leachate DOC adsorbed by CM3, averaged across the 5 types of leaves, is closest to which of the following?","{'A': '$10\\%$', 'B': '$20\\%$', 'C': '$30\\%$', 'D': '$40\\%$'}",D,$40\%$ -act,science,earth_environmental,"In a lake, water leaches (dissolves out) soluble organic compounds from decaying tree leaves, producing dissolved organic carbon (DOC). DOC is subsequently removed from the water if it is adsorbed by (becomes adhered to the surface of) clay mineral particles that are suspended in the water. Three studies done at a lake examined DOC adsorption by 3 clay minerals- CM1, CM2, and CM3- found in the lake's sediment. - -Green leaves were collected from 5 types of trees around the lake (maple, oak, pine, magnolia, and rhododendron). A 5 L volume of lake water was filtered to remove all solid particles. The following procedures were performed for each type of leaf: A $100\mathrm{g}$ sample of the leaves was mixed with a 1 L volume of the filtered lake water. The mixture was then placed in the dark for 10 weeks at $4^{\circ}\mathrm{C}$ while leaching occurred. At 10 weeks, the mixture was filtered to remove all solid particles. The resulting liquid (the leachate) was analyzed for DOC.","Study 1: The following procedures were performed for each leachate: A $100\mathrm{mL}$ volume of the leachate was mixed with $10\mathrm{g}$ of CM1. The mixture was stirred continuously for $2\mathrm{hr}$ , then filtered to remove all solid particles. The resulting liquid (the filtrate) was analyzed for DOC. The percent of the leachate DOC that had been adsorbed by CM1 was calculated",images/000009_image_1_file_name.jpg,"Study 2: Study 1 was repeated, substituting CM2 for CM1",images/000009_image_2_file_name.jpg,"Study 3: Study 1 was repeated, substituting CM3 for CM1",images/000009_image_3_file_name.jpg,"Is the statement ""CM2 adsorbed a greater percent of the DOC in the maple leachate than did CM3"" supported by the results of Studies 2 and 3?","{'A': 'Yes; CM2 adsorbed $35\\%$ of the leachate DOC, whereas CM3 adsorbed $7\\%$ .', 'B': 'Yes; CM2 adsorbed $55\\%$ of the leachate DOC, whereas CM3 adsorbed $17\\%$ .', 'C': 'No; CM2 adsorbed $7\\%$ of the leachate DOC, whereas CM3 adsorbed $35\\%$ .', 'D': 'No; CM2 adsorbed $17\\%$ of the leachate DOC, whereas CM3 adsorbed $55\\%$ .'}",C,"No; CM2 adsorbed $7\%$ of the leachate DOC, whereas CM3 adsorbed $35\%$ ." -act,science,earth_environmental,"In a lake, water leaches (dissolves out) soluble organic compounds from decaying tree leaves, producing dissolved organic carbon (DOC). DOC is subsequently removed from the water if it is adsorbed by (becomes adhered to the surface of) clay mineral particles that are suspended in the water. Three studies done at a lake examined DOC adsorption by 3 clay minerals- CM1, CM2, and CM3- found in the lake's sediment. - -Green leaves were collected from 5 types of trees around the lake (maple, oak, pine, magnolia, and rhododendron). A 5 L volume of lake water was filtered to remove all solid particles. The following procedures were performed for each type of leaf: A $100\mathrm{g}$ sample of the leaves was mixed with a 1 L volume of the filtered lake water. The mixture was then placed in the dark for 10 weeks at $4^{\circ}\mathrm{C}$ while leaching occurred. At 10 weeks, the mixture was filtered to remove all solid particles. The resulting liquid (the leachate) was analyzed for DOC.","Study 1: The following procedures were performed for each leachate: A $100\mathrm{mL}$ volume of the leachate was mixed with $10\mathrm{g}$ of CM1. The mixture was stirred continuously for $2\mathrm{hr}$ , then filtered to remove all solid particles. The resulting liquid (the filtrate) was analyzed for DOC. The percent of the leachate DOC that had been adsorbed by CM1 was calculated",images/000010_image_1_file_name.jpg,"Study 2: Study 1 was repeated, substituting CM2 for CM1",images/000010_image_2_file_name.jpg,"Study 3: Study 1 was repeated, substituting CM3 for CM1",images/000010_image_3_file_name.jpg,"Based on the results of the studies, which of the 3 clay minerals, if any, reduced the DOC in the oak leachate by more than $50\%$ ?","{'F': 'CM1 only', 'G': 'CM2 only', 'H': 'CM1 and CM3 only', 'J': 'None of the 3 clay minerals'}",J,None of the 3 clay minerals -act,science,physical_science,"In a lake, water leaches (dissolves out) soluble organic compounds from decaying tree leaves, producing dissolved organic carbon (DOC). DOC is subsequently removed from the water if it is adsorbed by (becomes adhered to the surface of) clay mineral particles that are suspended in the water. Three studies done at a lake examined DOC adsorption by 3 clay minerals- CM1, CM2, and CM3- found in the lake's sediment. - -Green leaves were collected from 5 types of trees around the lake (maple, oak, pine, magnolia, and rhododendron). A 5 L volume of lake water was filtered to remove all solid particles. The following procedures were performed for each type of leaf: A $100\mathrm{g}$ sample of the leaves was mixed with a 1 L volume of the filtered lake water. The mixture was then placed in the dark for 10 weeks at $4^{\circ}\mathrm{C}$ while leaching occurred. At 10 weeks, the mixture was filtered to remove all solid particles. The resulting liquid (the leachate) was analyzed for DOC.","Study 1: The following procedures were performed for each leachate: A $100\mathrm{mL}$ volume of the leachate was mixed with $10\mathrm{g}$ of CM1. The mixture was stirred continuously for $2\mathrm{hr}$ , then filtered to remove all solid particles. The resulting liquid (the filtrate) was analyzed for DOC. The percent of the leachate DOC that had been adsorbed by CM1 was calculated",images/000011_image_1_file_name.jpg,"Study 2: Study 1 was repeated, substituting CM2 for CM1",images/000011_image_2_file_name.jpg,"Study 3: Study 1 was repeated, substituting CM3 for CM1",images/000011_image_3_file_name.jpg,Is a mixture of any one of the leachates and any one of the clay minerals properly considered a solution?,"{'A': 'Yes, because the clay mineral particles are dissolved in the leachate.', 'B': 'Yes, because the clay mineral particles are not dissolved in the leachate.', 'C': 'No, because the clay mineral particles are dissolved in the leachate.', 'D': 'No, because the clay mineral particles are not dissolved in the leachate.'}",D,"No, because the clay mineral particles are not dissolved in the leachate." -act,science,physical_science,"In a lake, water leaches (dissolves out) soluble organic compounds from decaying tree leaves, producing dissolved organic carbon (DOC). DOC is subsequently removed from the water if it is adsorbed by (becomes adhered to the surface of) clay mineral particles that are suspended in the water. Three studies done at a lake examined DOC adsorption by 3 clay minerals- CM1, CM2, and CM3- found in the lake's sediment. - -Green leaves were collected from 5 types of trees around the lake (maple, oak, pine, magnolia, and rhododendron). A 5 L volume of lake water was filtered to remove all solid particles. The following procedures were performed for each type of leaf: A $100\mathrm{g}$ sample of the leaves was mixed with a 1 L volume of the filtered lake water. The mixture was then placed in the dark for 10 weeks at $4^{\circ}\mathrm{C}$ while leaching occurred. At 10 weeks, the mixture was filtered to remove all solid particles. The resulting liquid (the leachate) was analyzed for DOC.","Study 1: The following procedures were performed for each leachate: A $100\mathrm{mL}$ volume of the leachate was mixed with $10\mathrm{g}$ of CM1. The mixture was stirred continuously for $2\mathrm{hr}$ , then filtered to remove all solid particles. The resulting liquid (the filtrate) was analyzed for DOC. The percent of the leachate DOC that had been adsorbed by CM1 was calculated",images/000012_image_1_file_name.jpg,"Study 2: Study 1 was repeated, substituting CM2 for CM1",images/000012_image_2_file_name.jpg,"Study 3: Study 1 was repeated, substituting CM3 for CM1",images/000012_image_3_file_name.jpg,"In lake water, DOC is broken down into simpler compounds by electromagnetic energy in the visible wavelength range. What action was taken in the studies to prevent this process from occurring?","{'F': 'Each mixture of leaves and filtered lake water was placed in the dark.', 'G': 'Each mixture of filtrate and clay mineral was placed in the dark.', 'H': 'Each mixture of leaves and lake water was filtered.', 'J': 'Each mixture of leachate and clay mineral was filtered.'}",F,Each mixture of leaves and filtered lake water was placed in the dark. diff --git a/README.md b/README.md index f4279b9b4a8e9a15a719bbe554d074d1ddcce146..f1fc241daa8746dc16532ca683d292af269c6283 100644 --- a/README.md +++ b/README.md @@ -2,22 +2,144 @@ pretty_name: Trial Dataset language: - en -tags: -- image -- tabular -- question-answering + +configs: +- config_name: "mcq_4options" + data_files: "mcq_4options.csv" + default: true + +- config_name: "mcq_5options" + data_files: "mcq_5options.csv" + +- config_name: "mcq_image_4options" + data_files: "mcq_image_4options.csv" + +- config_name: "mcq_image_5options" + data_files: "mcq_image_5options.csv" + +- config_name: "mcq_table_1_5options" + data_files: "mcq_table_1_5options.csv" + +- config_name: "mcq_table_2_4options" + data_files: "mcq_table_2_4options.csv" + +- config_name: "paragraph_4options" + data_files: "paragraph_4options.csv" + +- config_name: "1figure_4options" + data_files: "1figure_4options.csv" + +- config_name: "2fig_4options" + data_files: "2fig_4options.csv" + +- config_name: "3fig_4options" + data_files: "3fig_4options.csv" + +- config_name: "1table_4options" + data_files: "1table_4options.csv" + +- config_name: "2tables_4options" + data_files: "2tables_4options.csv" + +- config_name: "1fig1table_4options" + data_files: "1fig1table_4options.csv" + +- config_name: "1table2fig_4options" + data_files: "1table2fig_4options.csv" + +- config_name: "1fig_2tables_4options" + data_files: "1fig_2tables_4options.csv" + +- config_name: "1fig_3tables_4options" + data_files: "1fig_3tables_4options.csv" + +- config_name: "constructed_response" + data_files: "constructed_response.csv" + +- config_name: "constructed_response_2questions" + data_files: "constructed_response_2questions.csv" + +- config_name: "constructed_response_4questions" + data_files: "constructed_response_4questions.csv" + +- config_name: "constructed_response_image" + data_files: "constructed_response_image.csv" + +- config_name: "constructed_response_image_table" + data_files: "constructed_response_image_table.csv" + +- config_name: "constructed_response_table" + data_files: "constructed_response_table.csv" + +- config_name: "constructed_response_two_images" + data_files: "constructed_response_two_images.csv" + +- config_name: "constructed_multiple_questions_with_image_and_table" + data_files: "constructed_multiple_questions_with_image_and_table.csv" + +- config_name: "constructed_question_yes_no_with_table_and_image" + data_files: "constructed_question_yes_no_with_table_and_image.csv" + +- config_name: "single_constructed_response_with_image_and_table" + data_files: "single_constructed_response_with_image_and_table.csv" --- # trial_dataset -This repository contains mixed science QA subsets: -- plain CSV subsets -- image-based subsets with metadata +This repository contains multiple CSV-based subsets for question answering, multi-choice reasoning, table/figure reasoning, image-referenced questions, and constructed-response tasks. + +For now, each CSV is exposed as an independent Hugging Face dataset configuration. +The `images/` folder can be integrated properly later once you decide how you want image columns to be handled. + +## Available Configurations + +### Standard MCQ +- `mcq_4options` +- `mcq_5options` +- `paragraph_4options` + +### Image-related MCQ +- `mcq_image_4options` +- `mcq_image_5options` + +### Table/Figure MCQ +- `mcq_table_1_5options` +- `mcq_table_2_4options` +- `1figure_4options` +- `2fig_4options` +- `3fig_4options` +- `1table_4options` +- `2tables_4options` +- `1fig1table_4options` +- `1table2fig_4options` +- `1fig_2tables_4options` +- `1fig_3tables_4options` + +### Constructed-response +- `constructed_response` +- `constructed_response_2questions` +- `constructed_response_4questions` +- `constructed_response_image` +- `constructed_response_image_table` +- `constructed_response_table` +- `constructed_response_two_images` +- `constructed_multiple_questions_with_image_and_table` +- `constructed_question_yes_no_with_table_and_image` +- `single_constructed_response_with_image_and_table` + +## Notes + +- Each CSV file is currently treated as a separate config. +- The default config is `mcq_4options`. +- Image-related subsets are currently registered as CSV configs only. +- Later, the `images/` folder can be wired up properly using metadata files or image columns. + +## Usage -## Example usage +Load any subset like this: ```python from datasets import load_dataset ds = load_dataset("Krishna5T/trial_dataset", "mcq_4options") -img_ds = load_dataset("Krishna5T/trial_dataset", "mcq_image_4options") \ No newline at end of file +print(ds) \ No newline at end of file diff --git a/constructed_multiple_questions_with_image_and_table/images/000001_file_name.webp b/constructed_multiple_questions_with_image_and_table/images/000001_file_name.webp deleted file mode 100644 index 2f89255aced8cebbd09a16f659e45bdb3cb5b8f8..0000000000000000000000000000000000000000 --- a/constructed_multiple_questions_with_image_and_table/images/000001_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:d4fb7f091fa7bdf6c3173725a2b757484d9393676d9c825df828520ee8d9969d -size 17506 diff --git a/constructed_multiple_questions_with_image_and_table/metadata.csv b/constructed_multiple_questions_with_image_and_table/metadata.csv deleted file mode 100644 index 4a284dc1eb4640a6840a57a6413ad4216e19c4d8..0000000000000000000000000000000000000000 --- a/constructed_multiple_questions_with_image_and_table/metadata.csv +++ /dev/null @@ -1,43 +0,0 @@ -exam,subject,domain,context,table_context,table_1,image_context,file_name,question_1,question_2,question_3,answer -naep,science,physical_science,Explain the results of an investigation about conservation of energy,"The student wanted to test the law of conservation of energy. He dropped a ball with a mass of 100 grams from each of four platforms, and the ball hit the ground. The height of platform 1 was 3 meters, platform 2 was 6 meters high, platform 3 was 9 meters high, and platform 4 was 12 meters high. - -Each time he dropped the ball, the student took appropriate measurements and calculated the potential energy of the ball before it was dropped and the kinetic energy of the ball just before it hit the ground. His calculated results are shown in the table.","
RESULTS
Platform from Which Ball is DroppedPotential Energy at Platform (joules)Kinetic Energy just above the Ground (joules)
13.02.8
26.05.4
39.07.8
412.010.0
",The student then graphed the results.,images/000001_file_name.webp,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.","Student response is correct for Part 1, Part 2, and Part 3. - -Part 1: States that the initial potential energy (PE) is always greater than the kinetic energy (KE) just above the ground level. (The kinetic energy is always lower than the initial potential energy.) - -Non-acceptable response includes: both values increase. - -Part 2: States that the difference between the two energies becomes greater (increases) with increasing height. - -- Acceptable responses include: - -- The higher the platform the greater the difference in the KE and PE, and the higher the initial PE. -- The PE always remains higher than the KE, growing farther apart as the platform height increases. -- The higher the initial potential energy the larger the percentage of energy lost. -- It keeps getting bigger. -- The difference between PE and KE grows as the platform increases. - -- Non-acceptable responses include: - -- Definitions of KE and PE -- The KE is about 85% of the PE- PE goes up by 3 each time - -Part 3: Explains that the difference in KE and PE is converted to thermal energy (lost as heat.) -Alternate response may relate the difference to air resistance (friction). - -- Acceptable responses include: - -- With increasing height, the ball travels a longer time through the air, so more energy is transferred to thermal energy due to air resistance. -- The longer the ball has to fall the more energy is transferred into thermal energy. -- The farther the ball falls the more energy is lost due to friction. -- As the platform becomes higher wind (air) resistance becomes more evident and has a greater effect on the ball. -- As the ball falls, work is done on the ball by a nonconservative force. - -- Non-acceptable responses include: - -- More energy is conserved as the height increases -- The ball conserves it for impact -- The higher you drop the ball the more time it has to pick up speed -- Energy is always conserved - -Note: Answer to one part may appear in another part. In such cases, the response is correct/incorrect and NOT blank." diff --git a/constructed_question_yes_no_with_table_and_image/images/000001_file_name.webp b/constructed_question_yes_no_with_table_and_image/images/000001_file_name.webp deleted file mode 100644 index ef510a8d8675e81c2f45cc345d69f5b6c99be59d..0000000000000000000000000000000000000000 --- a/constructed_question_yes_no_with_table_and_image/images/000001_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:7d2bba1cf0f7f693fd721152806faa529ffccedb3c3b187f5a067fe324a808dc -size 17528 diff --git a/constructed_question_yes_no_with_table_and_image/images/000002_file_name.webp b/constructed_question_yes_no_with_table_and_image/images/000002_file_name.webp deleted file mode 100644 index ef510a8d8675e81c2f45cc345d69f5b6c99be59d..0000000000000000000000000000000000000000 --- a/constructed_question_yes_no_with_table_and_image/images/000002_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:7d2bba1cf0f7f693fd721152806faa529ffccedb3c3b187f5a067fe324a808dc -size 17528 diff --git a/constructed_question_yes_no_with_table_and_image/metadata.csv b/constructed_question_yes_no_with_table_and_image/metadata.csv deleted file mode 100644 index 09db9df59dd36af3091522abaa13fdf0128084b8..0000000000000000000000000000000000000000 --- a/constructed_question_yes_no_with_table_and_image/metadata.csv +++ /dev/null @@ -1,11 +0,0 @@ -exam,subject,domain,context,table_context,table,image_context,file_name,question,options,answer -naep,science,physical_science,Critique an investigation about conservation of energy,"The student wanted to test the law of conservation of energy. He dropped a ball with a mass of 100 grams from each of four platforms, and the ball hit the ground. The height of platform 1 was 3 meters, platform 2 was 6 meters high, platform 3 was 9 meters high, and platform 4 was 12 meters high. - -Each time he dropped the ball, the student took appropriate measurements and calculated the potential energy of the ball before it was dropped and the kinetic energy of the ball just before it hit the ground. His calculated results are shown in the table.",
Platform from Which Ball is DroppedPotential Energy at Platform (joules)Kinetic Energy just above the Ground (joules)
13.02.8
26.05.4
39.07.8
412.010.0
,The student then graphed the results.,images/000001_file_name.webp,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?,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,science,physical_science,Critique an investigation about conservation of energy,"The student wanted to test the law of conservation of energy. He dropped a ball with a mass of 100 grams from each of four platforms, and the ball hit the ground. The height of platform 1 was 3 meters, platform 2 was 6 meters high, platform 3 was 9 meters high, and platform 4 was 12 meters high. - -Each time he dropped the ball, the student took appropriate measurements and calculated the potential energy of the ball before it was dropped and the kinetic energy of the ball just before it hit the ground. His calculated results are shown in the table.",
Platform from Which Ball is DroppedPotential Energy at Platform (joules)Kinetic Energy just above the Ground (joules)
13.02.8
26.05.4
39.07.8
412.010.0
,The student then graphed the results.,images/000002_file_name.webp,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?,No,"(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. 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3f27ac00f3d722d6f72a48eda1dee75626c5bb4b..0000000000000000000000000000000000000000 --- a/constructed_response_image/images/000080_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:16814b8a578fb51ac1101d10fc794da90c5b1e943cefb1231921b28df863de79 -size 47035 diff --git a/constructed_response_image/metadata.csv b/constructed_response_image/metadata.csv deleted file mode 100644 index 0680c334bfbdd9e23d13859aca3f5bbf6faa18f0..0000000000000000000000000000000000000000 --- a/constructed_response_image/metadata.csv +++ /dev/null @@ -1,281 +0,0 @@ -exam,subject,domain,context,image_1_context,file_name,question,answer -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.",The graphs show the results of the experiment.,images/000001_file_name.jpg,Calculate the difference in mean time spent studying squirrel-scented filter paper with and without rattlesnake scent.,80s -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.",The graphs show the results of the experiment.,images/000002_file_name.jpg,Outline the conclusions that can be drawn from the control results.,"a. snakes spend some time/very short time studying the controls/filter paper OR fewer tongue flicks at the controls/filter paper; - b. filter paper itself is not a factor in the experimental results;" -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.",The graphs show the results of the experiment.,images/000003_file_name.jpg,The positions of the filter papers were changed for every trial. Outline one reason that this was necessary.,so that the snakes were choosing according to scent and not learning by position / OWTTE -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.",The graphs show the results of the experiment.,images/000004_file_name.jpg,Suggest a reason for rattlesnake scent lowering the chances of snake attacks on squirrels.,masks the scent of the squirrel / suggests presence of rival snake / OWTTE -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.",The graph shows the probability of a snake strike at different distances on tail- flagging and non- tail- flagging squirrels.,images/000005_file_name.jpg,Compare and contrast the effect of tail-flagging with non-tail-flagging on strike probability.,"a. both have a high probability of a strike at shorter distances (from each other); - b. at greater distances (from each other) low chance of strike on tail flaggers but high on non-tail flaggers;" -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.",The graph shows the probability of a snake strike at different distances on tail- flagging and non- tail- flagging squirrels.,images/000006_file_name.jpg,Estimate the distance between squirrel and snake where there is a $50\%$ chance of a strike at a tail-flagging squirrel.,14 (cm) -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.",The graph shows the probability of a snake strike at different distances on tail- flagging and non- tail- flagging squirrels.,images/000007_file_name.jpg,Suggest a reason for the behaviour of snakes towards tail-flagging squirrels.,"a. squirrel is alert, so strike is likely to miss; - b. resources/energy wasted so snakes do not strike;" -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.","The charts show the response of the squirrels in the 30 seconds immediately after the scare of hearing hawk sounds and after 3 minutes, both with and without bird chatter playing.",images/000008_file_name.jpg,State the conditions that led to the squirrels making the least mean number of lookups.,with chatter AND 3 minutes after hearing hawk sounds -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.","The charts show the response of the squirrels in the 30 seconds immediately after the scare of hearing hawk sounds and after 3 minutes, both with and without bird chatter playing.",images/000009_file_name.jpg,Discuss briefly whether the sound of bird chatter represents a significant difference in the vigilance of squirrels immediately after they have heard the sound of a hawk.,"a. there is no significant difference in the two; - b. bars nearly the same height / large overlap of error bars; - c. do not know sample size so conclusions may not be reliable (if sample size is small) - OR - need to perform a suitable statistical test;" -ib,biology,life_biology,"Squirrels (small mammals) have evolved several defences against predators. One method adopted by California ground squirrels (Otospermophilus beecheyi) against rattlesnakes (Crotalus oreganus) is to chew mouthed rattlesnake skins, then lick their own fur so they take on the scent of a rattlesnake. - -An experiment tested the amount of time rattlesnakes spent studying and flicking their tongue at filter papers soaked in different liquids. The snakes were released from chamber C into foraging area F and observed for 30 minutes. There were two filter papers in area F. One was a control paper soaked in distilled water. The other was soaked in one of three types of scent: - -- squirrel scent- a mixture of squirrel and rattlesnake scent- rattlesnake scent.","The charts show the response of the squirrels in the 30 seconds immediately after the scare of hearing hawk sounds and after 3 minutes, both with and without bird chatter playing.",images/000010_file_name.jpg,"Using the data in the bar charts, analyse the effect of bird chatter on the behaviour of squirrels.","a. the data supports the suggestion that squirrels listen to bird chatter - OR - reassuring to hear bird chatter because it indicates no imminent threat/hawk has gone away; - b. with no chatter the squirrels looked up more often (than with chatter) - OR - with chatter the squirrels looked up less often (than with no chatter); - c. with no chatter the squirrels were more vigilant (than with chatter) - OR - with chatter the squirrels were less vigilant (than with no chatter); - d. the data shows no significance in the response without chatter - OR - the data only shows a significant difference in the response with chatter - OR - large error bars mean conclusions may be unreliable;" -ib,biology,life_biology,"The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.","The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.",images/000011_file_name.jpg,State two membrane-bound organelles that are common to both plant and animal cells.,"a. nucleus; - b. mitochondria;" -ib,biology,life_biology,"The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.","The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.",images/000012_file_name.jpg,State one organelle that is found in a plant cell but not in an animal cell.,"a. chloroplasts; - b. large/central vacuole;" -ib,biology,life_biology,"The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.","The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.",images/000013_file_name.jpg,State one organelle that is common to prokaryotic and eukaryotic cells.,"a. plasma membrane; - b. ribosomes;" -ib,biology,life_biology,The diagram shows the movement of auxin across the plasma membrane of a plant cell as well as the position of auxin efflux carriers.,The diagram shows the movement of auxin across the plasma membrane of a plant cell as well as the position of auxin efflux carriers.,images/000014_file_name.jpg,"Annotate the diagram, using an arrow, to show the direction of the net flow of auxin through the cell.",arrow pointing from inside the cell to the right outside (accept arrow with its entirety in the cell/below the cell) -ib,biology,life_biology,The diagram shows the movement of auxin across the plasma membrane of a plant cell as well as the position of auxin efflux carriers.,The diagram shows the movement of auxin across the plasma membrane of a plant cell as well as the position of auxin efflux carriers.,images/000015_file_name.jpg,Identify an environmental factor that causes auxin efflux carriers to be concentrated on one side of a cell.,gravity/light -ib,biology,life_biology,The diagram shows the movement of auxin across the plasma membrane of a plant cell as well as the position of auxin efflux carriers.,The diagram shows the movement of auxin across the plasma membrane of a plant cell as well as the position of auxin efflux carriers.,images/000016_file_name.jpg,Predict the difference that could be seen using a microscope between plant meristematic cells grown in media with and without auxin.,the cells would be larger/longer with auxin -ib,biology,life_biology,The diagram shows the movement of auxin across the plasma membrane of a plant cell as well as the position of auxin efflux carriers.,The diagram shows the movement of auxin across the plasma membrane of a plant cell as well as the position of auxin efflux carriers.,images/000017_file_name.jpg,State the hormone that interacts with auxin to integrate shoot growth.,cytokinin -ib,biology,life_biology,"Multicellular organisms need efficient exchange surfaces where molecules can move between tissues and their surroundings. In mammals, gas exchange takes place in the alveoli of the lungs.",The images show the lungs of a human and the gills of a fish taken with a light microscope.,images/000018_file_name.jpg,Describe how the exchange of gases is brought about between the alveoli and the blood.,"a. concentration in blood is lower than air / blood arriving at alveoli is oxygen poor/deoxygenated; - b. oxygen moves into blood by diffusion; - c. oxygen concentration in alveolar air lower than in atmospheric air; - d. ventilation occurs - OR - alveolar air replaced by (oxygen rich) atmospheric air; - e. flow of blood in capillaries maintains concentration gradient;" -ib,biology,life_biology,"Multicellular organisms need efficient exchange surfaces where molecules can move between tissues and their surroundings. In mammals, gas exchange takes place in the alveoli of the lungs.",The image shows cells from the wall of a proximal convoluted tubule of a rat kidney.,images/000019_file_name.jpg,Outline the visible features of these cells that adapt them for reabsorption of materials from the glomerular filtrate.,"a. plasma membrane has microvilli / is highly folded; - b. large numbers of mitochondria (to supply energy for active transport); - c. many vesicles formed by endocytosis;" -ib,biology,life_biology,"Predation may result in a cyclic pattern of population changes, as for example in the case of the lynx, Lynx canadensis (predator), and the hare, Lepus americanus (prey).",The image shows the population changes of the lynx and the hare.,images/000020_file_name.jpg,The predator benefits from a predator-prey relationship by obtaining food. Suggest how the hare population could benefit from this relationship.,ensures a habitat is sustainable for the prey/limits damage to the ecosystem (as a result of overpopulation)/removes genetically weaker individuals/prevents overgrazing/prevents overpopulation -ib,biology,life_biology,"Predation may result in a cyclic pattern of population changes, as for example in the case of the lynx, Lynx canadensis (predator), and the hare, Lepus americanus (prey).",The image shows the population changes of the lynx and the hare.,images/000021_file_name.jpg,Outline the factors that contribute to the carrying capacity of prey organisms in a predator-prey relationship.,"a. the size of the predator population (influences the prey population); - b. resources/food may be limiting; - c. transfer of pathogens/pests/disease (influences the prey population);" -ib,biology,life_biology,"Predation may result in a cyclic pattern of population changes, as for example in the case of the lynx, Lynx canadensis (predator), and the hare, Lepus americanus (prey).",The image shows the population changes of the lynx and the hare.,images/000022_file_name.jpg,Outline how the hare population size can be estimated using the mark-release-recapture method.,"a. sample captured, marked and released; - b. ratio of marked individuals in a second sample determined; - c. equals ratio of marked sample to entire population/use Lincoln index;" -ib,biology,life_biology,"Predation may result in a cyclic pattern of population changes, as for example in the case of the lynx, Lynx canadensis (predator), and the hare, Lepus americanus (prey).",The image shows the population changes of the lynx and the hare.,images/000023_file_name.jpg,State one assumption that is made when using this method to estimate population size.,"a. low levels of immigration/emigration between sampling events; - b. distribution/mortality/survival not affected by capture/marking; - c. trap avoidance minimal; - d. reproduction patterns/rates not affected;" -ib,biology,life_biology,"In humans, sex is determined genetically and human populations have approximately equal numbers of males and females in each generation.",The pedigree chart shows the inheritance of hemophilia in a human family over four generations.,images/000024_file_name.jpg,Outline how sex is determined in humans.,"a. pair of sex chromosomes / X and Y chromosomes; - b. X and Y sperm produced in equal numbers; - c. egg is X and if fertilized by X sperm leads to a female child; - d. egg is X and if fertilized by Y sperm leads to a male child;" -ib,biology,life_biology,"In humans, sex is determined genetically and human populations have approximately equal numbers of males and females in each generation.",The pedigree chart shows the inheritance of hemophilia in a human family over four generations.,images/000025_file_name.jpg,Down syndrome is a genetic condition in which the cells of an individual contain three copies of chromosome 21. Explain how non-disjunction leads to trisomy 21.,"a. sex cell normally contains one copy (of chromosome 21); - b. (because of nondisjunction) fail to separate properly; - c. in first or second meiotic division; - d. sex cell contains two copies (of chromosome 21); - e. this sex cell (with two copies) fertilizes normal sex cell (with one copy); - f. non-disjunction (of chromosome 21) more frequent in females/increases with age;" -ib,biology,life_biology,"In humans, sex is determined genetically and human populations have approximately equal numbers of males and females in each generation.",The pedigree chart shows the inheritance of hemophilia in a human family over four generations.,images/000026_file_name.jpg,Explain the evidence from this chart that the condition may be sex- linked.,"a. mostly males affected; - b. sons of affected father are unaffected; - c. sons of affected mother are affected;" -ib,biology,life_biology,"The addition of some forms of nitrogen fertilizer to soil can lead to acidification. As a strategy to combat this, farmers will often undertake 'liming' to combat acidification. This involves adding lime to return the pH to neutral. Certain soil pH levels are associated with copper (Cu) deficiency in cattle.",The micrograph shows a transverse section of a leaf from a flowering plant.,images/000027_file_name.jpg,(a) Explain how a copper deficiency in soil could lead to a copper deficiency in a cow.,"a. the plants are unable to absorb copper; -; b. cows eat the copper-deficient plants;" -ib,biology,life_biology,"The addition of some forms of nitrogen fertilizer to soil can lead to acidification. As a strategy to combat this, farmers will often undertake 'liming' to combat acidification. This involves adding lime to return the pH to neutral. Certain soil pH levels are associated with copper (Cu) deficiency in cattle.",The micrograph shows a transverse section of a leaf from a flowering plant.,images/000028_file_name.jpg,(b) Deduce with a reason which action (fertilizing or liming) could lead to a copper deficiency in a cow.,"a. liming; -; b. as Cu becomes less bioavailable at neutral/basic pH;" -ib,biology,life_biology,"The addition of some forms of nitrogen fertilizer to soil can lead to acidification. As a strategy to combat this, farmers will often undertake 'liming' to combat acidification. This involves adding lime to return the pH to neutral. Certain soil pH levels are associated with copper (Cu) deficiency in cattle. Copper-deficient cows are more susceptible to infections and do not respond as well to vaccinations.",The micrograph shows a transverse section of a leaf from a flowering plant.,images/000029_file_name.jpg,(c) Copper-deficient cows are more susceptible to infections and do not respond as well to vaccinations. Suggest a role for copper in cows. [1],creation of antibodies / white blood cell function; -ib,biology,life_biology,"The addition of some forms of nitrogen fertilizer to soil can lead to acidification. As a strategy to combat this, farmers will often undertake 'liming' to combat acidification. This involves adding lime to return the pH to neutral. Certain soil pH levels are associated with copper (Cu) deficiency in cattle. Phosphorous deficiency leads to poor growth of plants.",The micrograph shows a transverse section of a leaf from a flowering plant.,images/000030_file_name.jpg,(d) (i) State an example of a soil pH where phosphorous deficiency might result. [1],any pH value above pH 7 or below 5.5; -ib,biology,life_biology,"The addition of some forms of nitrogen fertilizer to soil can lead to acidification. As a strategy to combat this, farmers will often undertake 'liming' to combat acidification. This involves adding lime to return the pH to neutral. Certain soil pH levels are associated with copper (Cu) deficiency in cattle. Phosphorous deficiency leads to poor growth of plants.",The micrograph shows a transverse section of a leaf from a flowering plant.,images/000031_file_name.jpg,(d) (ii) List two biochemicals important to life that have phosphorous as a raw material. [1],"a. nucleic acids / DNA / RNA / nucleotides; -; b. ATP / phospholipids;" -ib,biology,life_biology,The micrograph shows a transverse section of a leaf from a flowering plant.,The micrograph shows a transverse section of a leaf from a flowering plant.,images/000032_file_name.jpg,(a) Draw a plan diagram in the right-hand box with labels to show the distribution of tissues in this transverse section of a leaf. [3],"a. palisade mesophyll; -; b. spongy mesophyll; -; c. lower epidermis; -; d. upper epidermis; -; e. xylem / phloem / vascular bundle;" -ib,biology,life_biology,The micrograph shows a transverse section of a leaf from a flowering plant.,The micrograph shows a transverse section of a leaf from a flowering plant.,images/000033_file_name.jpg,"(b) Calculate the actual thickness of the leaf, from upper to lower surface along the line a–b, showing your working. [2]","a. correct measurement of the line on the image (+/-1mm); -; b. correct calculation and including units;" -ib,biology,life_biology,The micrograph shows a transverse section of a leaf from a flowering plant.,The micrograph shows a transverse section of a leaf from a flowering plant.,images/000034_file_name.jpg,(c) Suggest a reason for using a lower power objective lens when first focusing on a slide under the microscope. [1],"a. it is easier to find the specimen using a low power objective lens -; OR -; there is a larger field of view / depth of focus;" -ib,biology,life_biology,The micrograph shows a transverse section of a leaf from a flowering plant.,The micrograph shows a transverse section of a leaf from a flowering plant.,images/000035_file_name.jpg,(d) Identify one adaptation of the leaf for the absorption of light visible in this micrograph. [1],a. double layer of palisade cells; -ib,biology,life_biology,The images show examples of adult male guppies (Poecilia reticulata).,The images show examples of adult male guppies (Poecilia reticulata).,images/000036_file_name.jpg,(a) State the name of the genus to which the guppy belongs.,Poecilia; -ib,biology,life_biology,The images show examples of adult male guppies (Poecilia reticulata).,The images show examples of adult male guppies (Poecilia reticulata).,images/000037_file_name.jpg,(b) Outline Linnaeus's morphological concept of species.,group of organisms with (visible) shared traits; -ib,biology,life_biology,The images show examples of adult male guppies (Poecilia reticulata). Two alternative hypotheses were suggested: the guppies were from a single interbreeding population- the guppies were not from a single interbreeding population.,The images show examples of adult male guppies (Poecilia reticulata).,images/000038_file_name.jpg,"(c) (i) Explain, with a reason, which hypothesis is stronger.","a. same population, as the fish have similar body morphology -; OR -; same population, as colour variation could be normal within the population;" -ib,biology,life_biology,The images show examples of adult male guppies (Poecilia reticulata). Two alternative hypotheses were suggested: the guppies were from a single interbreeding population- the guppies were not from a single interbreeding population.,The images show examples of adult male guppies (Poecilia reticulata).,images/000039_file_name.jpg,(c) (ii) Suggest how additional evidence could be used to further test which hypothesis is supported. [2],a. observe (courtship/mating) behaviour when they are together; -ib,biology,life_biology,The images show examples of adult male guppies (Poecilia reticulata).,The images show examples of adult male guppies (Poecilia reticulata).,images/000040_file_name.jpg,(d) Suggest an adaptive advantage for these guppies of having striking colour patterns. [1],a. sexual selection / OWTTE; -ib,biology,biology_general,A long-term study looked at the effect of diets with differing fibre content in 543 children between the ages of 8 months and 9 years. The children were divided into groups according to the amount of fibre in their diet. The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,images/000041_file_name.jpg,(i) State the source of fibre that provides $5\%$ of the fibre intake for those in the high-fibre group.,Breakfast cereals -ib,biology,biology_general,A long-term study looked at the effect of diets with differing fibre content in 543 children between the ages of 8 months and 9 years. The children were divided into groups according to the amount of fibre in their diet. The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,images/000042_file_name.jpg,(ii) State the percentage of the daily fibre intake obtained from fruit by the low-fibre group.,12% -ib,biology,biology_general,A long-term study looked at the effect of diets with differing fibre content in 543 children between the ages of 8 months and 9 years. The children were divided into groups according to the amount of fibre in their diet. The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,images/000043_file_name.jpg,Compare and contrast the fibre intake of the two groups.,"Similarity e.g. -- both groups get most of their fibre from bread -- both get least from other sources -- both have similar % from vegetables. Do not accept “amounts” -- both have similar sources / show a similar pattern; -Difference e.g. -- high gets bigger % from fruit etc." -ib,biology,biology_general,A long-term study looked at the effect of diets with differing fibre content in 543 children between the ages of 8 months and 9 years. The children were divided into groups according to the amount of fibre in their diet. The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,images/000044_file_name.jpg,Explain whether it is possible to determine from the data which group eats the most grains in a day.,"a. the data shows % of their daily intake, not quantities they take in; -b. although the graph shows the low group takes in a higher percentage of grains, it may be a higher percentage of a small amount / OWTTE;" -ib,biology,biology_general,A long-term study looked at the effect of diets with differing fibre content in 543 children between the ages of 8 months and 9 years. The children were divided into groups according to the amount of fibre in their diet. The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,The chart shows the sources of fibre for the 9-year-olds as a percentage of the total fibre intake.,images/000045_file_name.jpg,"Suggest with a reason, based on the data in the chart, one food that should be increased for children on the low-fibre diet.","a. bread/fruit; -b. it makes up a higher percentage of high-fibre diets than low-fibre diets;" -ib,biology,biology_general,A long-term study looked at the effect of diets with differing fibre content in 543 children between the ages of 8 months and 9 years. The children were divided into groups according to the amount of fibre in their diet. The graphs show how the energy intake of the 13-month-old children varied with the daily intake of fibre and the percentage of this energy that came from fat.,The graphs show how the energy intake of the 13-month-old children varied with the daily intake of fibre and the percentage of this energy that came from fat.,images/000046_file_name.jpg,Compare the effect of increasing daily dietary fibre intake on total energy intake and percentage of total energy from fat.,increasing fibre intake increases total energy intake and lowers the percentage of energy from fat -ib,biology,biology_general,A long-term study looked at the effect of diets with differing fibre content in 543 children between the ages of 8 months and 9 years. The children were divided into groups according to the amount of fibre in their diet. The graphs show how the energy intake of the 13-month-old children varied with the daily intake of fibre and the percentage of this energy that came from fat.,The graphs show how the energy intake of the 13-month-old children varied with the daily intake of fibre and the percentage of this energy that came from fat.,images/000047_file_name.jpg,Fibre is known to have no energy value. Suggest a reason for the relationship between dietary fibre intake and total energy intake.,the foods containing fibre must have energy rich molecules/carbohydrates in it -ib,biology,biology_general,A long-term study looked at the effect of diets with differing fibre content in 543 children between the ages of 8 months and 9 years. The children were divided into groups according to the amount of fibre in their diet. The graphs show how the energy intake of the 13-month-old children varied with the daily intake of fibre and the percentage of this energy that came from fat.,The graphs show how the energy intake of the 13-month-old children varied with the daily intake of fibre and the percentage of this energy that came from fat.,images/000048_file_name.jpg,Discuss whether the study supports the hypothesis that high-fibre diets are healthy for children.,"The study does support the hypothesis: -- the data shows those with high fibre have more energy (required for growth and development/meeting daily needs); -- children with high fibre diets eat less fat (and less chance of heart disease/obesity);" -ib,biology,cell_biology,"The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.","The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.",images/000049_file_name.jpg,State two membrane-bound organelles that are common to both plant and animal cells.,"a. nucleus; -b. mitochondria; -c. Golgi apparatus; -d. ER/rough ER; -e. smooth ER; -f. vacuole/vesicle;" -ib,biology,cell_biology,"The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.","The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.",images/000050_file_name.jpg,(i) State one organelle that is found in a plant cell but not in an animal cell.,"a. chloroplasts; -b. large/central vacuole;" -ib,biology,cell_biology,"The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.","The cytoplasm in eukaryotic cells is compartmentalized into membrane-bound organelles, as seen in this electron micrograph of a plant cell.",images/000051_file_name.jpg,(ii) State one organelle that is common to prokaryotic and eukaryotic cells.,"a. plasma membrane; -b. ribosomes;" -ib,biology,molecular_biology,The diagram shows a short stretch of DNA with complementary base pairing.,The diagram shows a short stretch of DNA with complementary base pairing.,images/000052_file_name.jpg,Identify two features of DNA shown in this diagram that distinguish it from RNA.,"a. double stranded; -b. thymine/T present / uracil/U absent; -c. 1:1 A:T and C:G;" -ib,biology,molecular_biology,The diagram shows a short stretch of DNA with complementary base pairing.,The diagram shows a short stretch of DNA with complementary base pairing.,images/000053_file_name.jpg,Explain the significance of complementary base pairing in DNA.,"a. can be used to explain the structure/dimensions of the molecule; -b. (complementary base pairing means) adenine always with thymine AND cytosine always with guanine; -c. ensures continuity of genetic information results from replication; -d. stable arrangement of antiparallel strands; -e. complementary base pairing provides a guide for (reliable) DNA transcription;" -ib,biology,molecular_biology,The structure of part of a cellulose molecule is shown.,The structure of part of a cellulose molecule is shown.,images/000054_file_name.jpg,Identify the monomer from which cellulose is composed.,(beta-) glucose -ib,biology,molecular_biology,The structure of part of a cellulose molecule is shown.,The structure of part of a cellulose molecule is shown.,images/000055_file_name.jpg,Explain how the structure of cellulose is related to its function.,"a. stable (covalent) bonds between monomers ensure that the molecule is strong/rigid/inelastic; -b. absence of branching allows fibres to pack closely/form hydrogen bonds; -c. cross linkages/hydrogen bonds provide strength/stability/resists digestion; -d. chain molecules allow for structure / strength; -e. (beta-) glucose molecules provide energy (to organisms that can digest cellulose);" -ib,biology,ecology,Many flowering plants require an animal pollinator in order to transfer pollen from one flower to another.,Many flowering plants require an animal pollinator in order to transfer pollen from one flower to another.,images/000056_file_name.jpg,Explain the type of ecological relationship between the hummingbird and the flower on which it feeds.,"a. interspecific since it is between two species; -b. mutualistic since both organisms benefit; -c. (trophic relationship is) plant is a producer AND hummingbird is a primary consumer/herbivore;" -ib,biology,ecology,Many flowering plants require an animal pollinator in order to transfer pollen from one flower to another.,Many flowering plants require an animal pollinator in order to transfer pollen from one flower to another.,images/000057_file_name.jpg,State one way that plants attract animal pollinators.,"a. colour/patterns on flower parts; -b. scent; -c. providing nutrients/nectar;" -ib,biology,ecology,Many flowering plants require an animal pollinator in order to transfer pollen from one flower to another.,Many flowering plants require an animal pollinator in order to transfer pollen from one flower to another.,images/000058_file_name.jpg,Hummingbirds have few natural predators. Suggest one type of behaviour that an animal such as a hummingbird can display to reduce the risk of predation while it is feeding.,"a. feed at a time when the predator is not active; -b. remain very active/alert while feeding; -c. mimic another organism; -d. exaggerate their size;" -ib,chemistry,acids_bases,"Hypochlorous acid, HOCl, is a sterilizing agent used in swimming pools and is produced when chlorine reacts with water. - -$$\mathrm{Cl}_2(\mathrm{aq}) + \mathrm{H}_2\mathrm{O}(\mathrm{l})\rightleftharpoons \mathrm{HOCl}(\mathrm{aq}) + \mathrm{HCl}(\mathrm{aq})$$ - -HOCl ionizes to form the hypochlorite ion, $\mathrm{OCI}^{-}$, which is a less effective disinfectant than the undissociated acid. The graph shows the concentrations of HOCl(aq) and $\mathrm{OCI}^{- }$ (aq) at different pH values at $25^\circ\mathrm{C}$ .",The graph shows the concentrations of HOCl(aq) and $\mathrm{OCI}^{- }$ (aq) at different pH values at $25^\circ\mathrm{C}$ .,images/000059_file_name.jpg,(i) Deduce the pH range where the water is most effectively sterilized.,0 - 6 -ib,chemistry,acids_bases,"Hypochlorous acid, HOCl, is a sterilizing agent used in swimming pools and is produced when chlorine reacts with water. - -$$\mathrm{Cl}_2(\mathrm{aq}) + \mathrm{H}_2\mathrm{O}(\mathrm{l})\rightleftharpoons \mathrm{HOCl}(\mathrm{aq}) + \mathrm{HCl}(\mathrm{aq})$$ - -HOCl ionizes to form the hypochlorite ion, $\mathrm{OCI}^{-}$, which is a less effective disinfectant than the undissociated acid. The graph shows the concentrations of HOCl(aq) and $\mathrm{OCI}^{- }$ (aq) at different pH values at $25^\circ\mathrm{C}$ .",The graph shows the concentrations of HOCl(aq) and $\mathrm{OCI}^{- }$ (aq) at different pH values at $25^\circ\mathrm{C}$ .,images/000060_file_name.jpg,"(ii) Determine, with reference to the graph in (e), the $pK_{\mathrm{a}}$ of HOCl.","7.5 -[OCl-] = [HOCl] -OR -[H+]=Ka" -ib,chemistry,acids_bases,"Hypochlorous acid, HOCl, is a sterilizing agent used in swimming pools and is produced when chlorine reacts with water. - -$$\mathrm{Cl}_2(\mathrm{aq}) + \mathrm{H}_2\mathrm{O}(\mathrm{l})\rightleftharpoons \mathrm{HOCl}(\mathrm{aq}) + \mathrm{HCl}(\mathrm{aq})$$ - -Ammonia released from sweat and urine reacts with HOCl to form a range of compounds including chloramines. - -The graph shows the molar ratio of chloramines formed at different pH values at $25^\circ\mathrm{C}$ . Trichloramine, $\mathrm{NCl}_3$ , causes pool water to smell bad.","The graph shows the molar ratio of chloramines formed at different pH values at $25^\circ\mathrm{C}$ . Trichloramine, $\mathrm{NCl}_3$ , causes pool water to smell bad.",images/000061_file_name.jpg,(ii) State two conditions needed to prevent the bad smell.,"pH > 5/high -low concentration of Cl2/HOCl/NH3" -ib,chemistry,kinetics,"A student investigates the effect of exposure to the air on the ascorbic acid (vitamin C) concentration in a specific orange juice. Equal volumes of orange juice are sealed into identical flasks and placed in a refrigerator for two weeks. The samples in the refrigerator are exposed to the air by removing the stopper for a different number of hours each day as shown. - -The graph shows the student's results.",The graph shows the student's results.,images/000062_file_name.jpg,"(i) Calculate the average rate of decrease in ascorbic acid concentration for the $24 \mathrm{~h}$ sample over the period of 14 days, including units.","«(5.3 × 10⁻³ mol dm⁻³ - 1.1 × 10⁻³ mol dm⁻³) / 14d = »3.0 × 10⁻⁴ -mol dm⁻³ d⁻¹" -ib,chemistry,kinetics,"A student investigates the effect of exposure to the air on the ascorbic acid (vitamin C) concentration in a specific orange juice. Equal volumes of orange juice are sealed into identical flasks and placed in a refrigerator for two weeks. The samples in the refrigerator are exposed to the air by removing the stopper for a different number of hours each day as shown. - -The graph shows the student's results.",The graph shows the student's results.,images/000063_file_name.jpg,"(ii) The student's hypothesis is: ""A lower ascorbic acid concentration will be found in juice exposed to the air for longer, due to oxidation of ascorbic acid by oxygen."" Discuss whether or not the data support the hypothesis.","«support» longer daily exposure leads to lower concentration of ascorbic acid -OR -0 h decreases the least -«doesn't support» no direct evidence of oxidation by oxygen" -ib,chemistry,kinetics,"A student investigates the effect of exposure to the air on the ascorbic acid (vitamin C) concentration in a specific orange juice. Equal volumes of orange juice are sealed into identical flasks and placed in a refrigerator for two weeks. The samples in the refrigerator are exposed to the air by removing the stopper for a different number of hours each day as shown. - -The graph shows the student's results.",The graph shows the student's results.,images/000064_file_name.jpg,(iii) State the implications of the results of the experiment for avoiding loss of vitamin C in the storage of orange juice.,"should be stored in sealed container -OR -should be consumed in a few days after opening" -ib,chemistry,kinetics,"A student investigates the effect of pressure on the volume of carbon dioxide gas released from a carbonated drink poured into a flask. To alter the pressure on the carbonated drink, masses are placed on top of the piston of the gas syringe as shown. The graph shows some of the data collected.",The graph shows some of the data collected.,images/000065_file_name.jpg,"(a) Determine, by annotating the graph, the initial rate of release of $\mathrm{CO}_2$ in $\mathrm{cm}^3 \mathrm{s}^{-1}$ .","tangent drawn at t = 0 -40.0 cm³ -« 35.0 s 1.14 «cm³ s⁻¹»" -ib,chemistry,kinetics,"A student investigates the effect of pressure on the volume of carbon dioxide gas released from a carbonated drink poured into a flask. To alter the pressure on the carbonated drink, masses are placed on top of the piston of the gas syringe as shown. The graph shows some of the data collected.",The graph shows some of the data collected.,images/000066_file_name.jpg,(b) Estimate the time at which the piston would begin to move if a $600\mathrm{g}$ mass is used.,any value between 35 and 50 s -ib,chemistry,measurement_data_processing,"A student investigates the effect of pressure on the volume of carbon dioxide gas released from a carbonated drink poured into a flask. To alter the pressure on the carbonated drink, masses are placed on top of the piston of the gas syringe as shown. The graph shows some of the data collected.",Sketch and give a reason for a graph of the total mass of the apparatus in Experiment 1 against time.,images/000067_file_name.jpg,(e) Sketch and give a reason for a graph of the total mass of the apparatus in Experiment 1 against time.,"horizontal line -closed system" -ib,chemistry,organic_chemistry,"A monoprotic acid, HX, is found to have the following composition by mass: C = 39.99% H = 6.73% O = 53.28%",The IR spectrum of HX is shown.,images/000068_file_name.jpg,"(e) The IR spectrum of HX is shown. -(i) Identify the functional groups responsible for the absorption bands shown at Y and Z using section 20 of the data booklet.","Y: O-H/hydroxyl «with hydrogen bonding» -AND -Z: C=O/carbonyl «in carboxylic acid»" -ib,chemistry,organic_chemistry,"A monoprotic acid, HX, is found to have the following composition by mass: C = 39.99% H = 6.73% O = 53.28%",The IR spectrum of HX is shown.,images/000069_file_name.jpg,"(e) The IR spectrum of HX is shown. -(ii) Draw a structural formula of HX that is consistent with all the evidence.","CH₃-C-COOH -OH -OR -HO-CH₂-CH₂-COOH" -ib,chemistry,atomic_structure,"Scientific models are used to explain the structure of matter. -An α-particle is a helium-4 nucleus. In an experiment, α-particles are accelerated towards a thin sheet of gold and their resulting paths are detected, giving evidence of the positive charge of the nucleus.","Angle of detection θ increase from 0° to 180° -The number of α-particles detected at different angles of deflection θ are shown.",images/000070_file_name.jpg,"(a) (i) Explain why some α-particles follow path II, rebounding from the gold sheet.",repelled by «hitting/close contact with» gold nucleus -ib,chemistry,atomic_structure,"Scientific models are used to explain the structure of matter. -An α-particle is a helium-4 nucleus. In an experiment, α-particles are accelerated towards a thin sheet of gold and their resulting paths are detected, giving evidence of the positive charge of the nucleus.","Angle of detection θ increase from 0° to 180° -The number of α-particles detected at different angles of deflection θ are shown.",images/000071_file_name.jpg,(a) (ii) Most of the α-particles follow path I and pass straight through undeflected (θ = 0°). Suggest a conclusion that can be made about the structure of the atom based on this evidence.,"atom is mainly empty space/vacuum -OR -nucleus is very small «compared to the size of the atom»" -ib,chemistry,atomic_structure,"Scientific models are used to explain the structure of matter. -An α-particle is a helium-4 nucleus. In an experiment, α-particles are accelerated towards a thin sheet of gold and their resulting paths are detected, giving evidence of the positive charge of the nucleus.Emission spectra of one-electron systems can be explained using a model with the electron attracted to the nucleus by an electrostatic force",This model predicts that the electron occupies discrete energy levels. Some energy levels for the He⁺ ion are shown.,images/000072_file_name.jpg,(b) (ii) Explain how the frequencies observed in emission spectra support the idea of the electron occupying discrete energy levels.,"energy of photon relates to a frequency «in the spectrum» -energy of photon depends on difference in energy levels" -ib,chemistry,atomic_structure,"Scientific models are used to explain the structure of matter. -An α-particle is a helium-4 nucleus. In an experiment, α-particles are accelerated towards a thin sheet of gold and their resulting paths are detected, giving evidence of the positive charge of the nucleus.",This model predicts that the electron occupies discrete energy levels. Some energy levels for the He⁺ ion are shown.,images/000073_file_name.jpg,(b) (iii) Deduce the ionization energy of the He⁺ ion from the energy levels shown.,5250 «kJ mol⁻¹» -ib,chemistry,redox,"The development of the lithium-ion battery won the 2019 chemistry Nobel Prize. -The diagram represents a cell in such a battery delivering a current.",The diagram represents a cell in such a battery delivering a current.,images/000074_file_name.jpg,(a) Complete the half-equations on the diagram and identify the species moving between the electrodes.,"Li(CoO₂)₂ + Li⁺ + e⁻ → 2LiCoO₂ -Species moving: Lithium ions/Li⁺ -Li → Li⁺ + e⁻" -ib,chemistry,measurement_data_processing,"The development of the lithium-ion battery won the 2019 chemistry Nobel Prize. -In a simulation, equal masses of potassium and lithium are added to water and the time aken for the metals to fully react is recorded. Five different increasing masses of each metal are used, and the reaction is timed.",Sketch the graphs on the axes to show the expected results of this experiment.,images/000075_file_name.jpg,(c) (i) Sketch the graphs on the axes to show the expected results of this experiment.,"separate curves/lines for Li and K sketched AND both increasing -steeper gradient for Li -OR -curve/line for Li higher" -ib,chemistry,acids_bases,"Hydrochloric acid is an important chemical reactant and industrial chemical. -A pH probe is placed in a small volume of 0.10 mol dm⁻³ solution of hydrochloric acid. The pH is recorded while a steady stream of distilled water is added to the acid at constant temperature.","On the axes, sketch the graph of pH against volume of water added.",images/000076_file_name.jpg,"(a) (i) On the axes, sketch the graph of pH against volume of water added.","pH = 7 -pH = 1 -Volume of H₂O added -start at pH = 1 -curve with decreasing gradient -must finish below pH = 7" -ib,chemistry,bonding_structure,Halogens are important reactants in the laboratory and in the environment.,The graph shows the boiling points of the first five straight-chain primary alcohols and fluoroalkanes.,images/000077_file_name.jpg,(b) (i) Outline why the alcohols have higher boiling points than fluoroalkanes of similar relative formula mass.,hydrogen bonding stronger than dipole-dipole -ib,chemistry,bonding_structure,Halogens are important reactants in the laboratory and in the environment.,The graph shows the boiling points of the first five straight-chain primary alcohols and fluoroalkanes.,images/000078_file_name.jpg,(b) (ii) Explain the general trend in the boiling points shown for the alcohols.,"increasing molecular size/mass -increasing number of hydrogen bonds -increasing van der Waals' forces" -ib,chemistry,organic_chemistry,Halogens are important reactants in the laboratory and in the environment.,The IR and ¹H NMR spectra of 2-bromobutane are shown.,images/000079_file_name.jpg,(c) (iii) The IR and ¹H NMR spectra of 2-bromobutane are shown. Circle the regions which indicate the presence of the bromine atoms. Use sections 20 and 21 of the data booklet.,"IR: no AND same bonds -¹H NMR: yes AND tertiary «isomer» one signal" -ib,chemistry,organic_chemistry,Halogens are important reactants in the laboratory and in the environment.,The IR and ¹H NMR spectra of 2-bromobutane are shown.,images/000080_file_name.jpg,(c) (iv) Explain whether the IR and ¹H NMR spectra can be used to distinguish the tertiary isomer from 2-bromobutane.,"IR: no AND same bonds -¹H NMR: yes AND tertiary «isomer» one signal" diff --git a/constructed_response_image_table/images/000001_file_name.jpg b/constructed_response_image_table/images/000001_file_name.jpg deleted file mode 100644 index 4d166819b89fa133fb50d885c23f6297f7857e83..0000000000000000000000000000000000000000 --- a/constructed_response_image_table/images/000001_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:067c576faa624e043e393109797649469b3109843bf3bb6599ab55ccb2db3f28 -size 44402 diff --git a/constructed_response_image_table/images/000002_file_name.jpg b/constructed_response_image_table/images/000002_file_name.jpg deleted file mode 100644 index 4d166819b89fa133fb50d885c23f6297f7857e83..0000000000000000000000000000000000000000 --- a/constructed_response_image_table/images/000002_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:067c576faa624e043e393109797649469b3109843bf3bb6599ab55ccb2db3f28 -size 44402 diff --git a/constructed_response_image_table/images/000003_file_name.jpg b/constructed_response_image_table/images/000003_file_name.jpg deleted file mode 100644 index 4d166819b89fa133fb50d885c23f6297f7857e83..0000000000000000000000000000000000000000 --- a/constructed_response_image_table/images/000003_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:067c576faa624e043e393109797649469b3109843bf3bb6599ab55ccb2db3f28 -size 44402 diff --git a/constructed_response_image_table/images/000004_file_name.jpg b/constructed_response_image_table/images/000004_file_name.jpg deleted file mode 100644 index 4d166819b89fa133fb50d885c23f6297f7857e83..0000000000000000000000000000000000000000 --- a/constructed_response_image_table/images/000004_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:067c576faa624e043e393109797649469b3109843bf3bb6599ab55ccb2db3f28 -size 44402 diff --git a/constructed_response_image_table/images/000005_file_name.jpg b/constructed_response_image_table/images/000005_file_name.jpg deleted file mode 100644 index 62ceea44f5821f8a898903f45628cde786dbadd3..0000000000000000000000000000000000000000 --- a/constructed_response_image_table/images/000005_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:b4df6c4bc00363e57a41ab5933069f78008719bf6bce438b5b8bc88da6dcedcd -size 16065 diff --git a/constructed_response_image_table/metadata.csv b/constructed_response_image_table/metadata.csv deleted file mode 100644 index a2f5f2ec93ee2b2ee97f65e3e15c6eb5bc1b16a0..0000000000000000000000000000000000000000 --- a/constructed_response_image_table/metadata.csv +++ /dev/null @@ -1,13 +0,0 @@ -exam,subject,domain,context,image_1_context,file_name,table_1_context,table_1,question,answer -naep,biology,life_biology,"Duckweed (Lemna minor) is a small flowering plant that floats on water. Duckweed can reproduce rapidly using asexual reproduction, giving rise to dense populations. A group of students investigated the effect of temperature on the rate of population growth of duckweed. They set up three culture dishes using 500ml of filtered pond water with a pH of 7.0. The culture dishes were given a small starting population of plants and each dish was incubated at a fixed temperature (15, 20 or $25^{\circ}\mathrm{C}$ ). The number of duckweed plants in each dish was counted over several weeks. The data are summarized in the table.",The micrograph shows a transverse section of a leaf from a flowering plant.,images/000001_file_name.jpg,The data are summarized in the table.,"
Time / weeksNumber of plants at a given temperature
15℃
±1℃		20℃
±1℃		25℃
±1℃
0555
1101415
2313750
3387680
424115117
523168177
",(a) Outline what indicates that temperature is the independent variable in this experiment. [1],actively varied / manipulated (by the experimenter) / OWTTE; -naep,biology,life_biology,"Duckweed (Lemna minor) is a small flowering plant that floats on water. Duckweed can reproduce rapidly using asexual reproduction, giving rise to dense populations. A group of students investigated the effect of temperature on the rate of population growth of duckweed. They set up three culture dishes using 500ml of filtered pond water with a pH of 7.0. The culture dishes were given a small starting population of plants and each dish was incubated at a fixed temperature (15, 20 or $25^{\circ}\mathrm{C}$ ). The number of duckweed plants in each dish was counted over several weeks. The data are summarized in the table.",The micrograph shows a transverse section of a leaf from a flowering plant.,images/000002_file_name.jpg,The data are summarized in the table.,"
Time / weeksNumber of plants at a given temperature
15℃
±1℃		20℃
±1℃		25℃
±1℃
0555
1101415
2313750
3387680
424115117
523168177
",(b) Identify the temperature that gives the highest overall population growth rate over the experimental period. [1],25℃; -naep,biology,life_biology,"Duckweed (Lemna minor) is a small flowering plant that floats on water. Duckweed can reproduce rapidly using asexual reproduction, giving rise to dense populations. A group of students investigated the effect of temperature on the rate of population growth of duckweed. They set up three culture dishes using 500ml of filtered pond water with a pH of 7.0. The culture dishes were given a small starting population of plants and each dish was incubated at a fixed temperature (15, 20 or $25^{\circ}\mathrm{C}$ ). The number of duckweed plants in each dish was counted over several weeks. The data are summarized in the table.",The micrograph shows a transverse section of a leaf from a flowering plant.,images/000003_file_name.jpg,The data are summarized in the table.,"
Time / weeksNumber of plants at a given temperature
15℃
±1℃		20℃
±1℃		25℃
±1℃
0555
1101415
2313750
3387680
424115117
523168177
",(c) Explain how temperature can influence population growth in a species such as Lemna minor. [2],"a. temperature is a limiting factor (for enzymes) -; OR -; other limiting factors are influenced by temperature -; OR -; temperature is closer to the optimum temperature (of the enzymes); -; b. at higher temperature exchange of materials is more efficient;" -naep,biology,life_biology,"Duckweed (Lemna minor) is a small flowering plant that floats on water. Duckweed can reproduce rapidly using asexual reproduction, giving rise to dense populations. A group of students investigated the effect of temperature on the rate of population growth of duckweed. They set up three culture dishes using 500ml of filtered pond water with a pH of 7.0. The culture dishes were given a small starting population of plants and each dish was incubated at a fixed temperature (15, 20 or $25^{\circ}\mathrm{C}$ ). The number of duckweed plants in each dish was counted over several weeks. The data are summarized in the table.",The micrograph shows a transverse section of a leaf from a flowering plant.,images/000004_file_name.jpg,The data are summarized in the table.,"
Time / weeksNumber of plants at a given temperature
15℃
±1℃		20℃
±1℃		25℃
±1℃
0555
1101415
2313750
3387680
424115117
523168177
",(d) Suggest how the reliability of this investigation could be improved. [1],a. (larger culture dishes with) bigger starting duckweed populations; -ib,chemistry,bonding_structure,"Hydrochloric acid is an important chemical reactant and industrial chemical. -A pH probe is placed in a small volume of 0.10 mol dm⁻³ solution of hydrochloric acid. The pH is recorded while a steady stream of distilled water is added to the acid at constant temperature.",Use the colour wheel and the electromagnetic spectrum in sections 5 and 15 of the data booklet.,images/000005_file_name.jpg,"Lithium carbide, Li2C2, is one of many compounds of lithium and carbon. The formulas and colours of three compounds of cobalt are:",
CompoundColour
[Co(NH3)6]Cl3orange-yellow
[Co(NH3)5Cl]Cl2purple
[Co(NH3)4Cl2]Clgreen
,"(b) (iv) State and explain, in which of the complex ions, the electron transitions responsible for the colour require the highest energy. Use the colour wheel and the electromagnetic spectrum in sections 5 and 15 of the data booklet.","complex [Co(NH3)6] Cl3 -absorbs blue-purple light/wavelength 424 nm/shortest wavelength/highest energy" diff --git a/constructed_response_two_images/images/000001_image_1_file_name.jpg b/constructed_response_two_images/images/000001_image_1_file_name.jpg deleted file mode 100644 index beec31e22df1b662474b0c364f0120ccbf12f5a8..0000000000000000000000000000000000000000 --- a/constructed_response_two_images/images/000001_image_1_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:154c26ec965e776f37b41b7cc3dc691c1506fef60a8adce12cb72d8ddc70974d -size 19895 diff --git a/constructed_response_two_images/images/000001_image_2_file_name.jpg b/constructed_response_two_images/images/000001_image_2_file_name.jpg deleted file mode 100644 index 0aaa83506ef636ca79aa2328064431e3c9bf5233..0000000000000000000000000000000000000000 --- a/constructed_response_two_images/images/000001_image_2_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:ff3bbe5e0979960822b857f53a7e54c6a29b99eaa51ce3f8f9c6ed07b0a7c1f3 -size 20693 diff --git a/constructed_response_two_images/images/000002_image_1_file_name.jpg b/constructed_response_two_images/images/000002_image_1_file_name.jpg deleted file mode 100644 index 1a92fa78859946f27fe1426dc88918ff1101be78..0000000000000000000000000000000000000000 --- a/constructed_response_two_images/images/000002_image_1_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:cab62357a4339b907a870e0a1f62fcbf0404c919e5fba717e668a8c6fcab7ca9 -size 29104 diff --git a/constructed_response_two_images/images/000002_image_2_file_name.jpg b/constructed_response_two_images/images/000002_image_2_file_name.jpg deleted file mode 100644 index 0ca48f79dfc56c7a88ad59cfa8ec165d9bc30c38..0000000000000000000000000000000000000000 --- a/constructed_response_two_images/images/000002_image_2_file_name.jpg +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:d0c7de44d5846bc8a9adbfbdbbfb3727056fcc48d3019a6dd103f213a830a453 -size 21760 diff --git a/constructed_response_two_images/metadata.csv b/constructed_response_two_images/metadata.csv deleted file mode 100644 index e701e4c839a82b15b0d72923213e35fd8f53e730..0000000000000000000000000000000000000000 --- a/constructed_response_two_images/metadata.csv +++ /dev/null @@ -1,7 +0,0 @@ -exam,subject,domain,context,image_1_context,image_1_file_name,image_2_context,image_2_file_name,question,answer -naep,biology,life_biology,"Multicellular organisms need efficient exchange surfaces where molecules can move between tissues and their surroundings. In mammals, gas exchange takes place in the alveoli of the lungs.",The images show the lungs of a human and the gills of a fish taken with a light microscope.,images/000001_image_1_file_name.jpg,The images show the lungs of a human and the gills of a fish taken with a light microscope.,images/000001_image_2_file_name.jpg,Describe two features common to the exchange surfaces of alveoli and gills.,"a. rich capillary supply; - b. epithelium is one cell thick; - c. moist surface; - d. large surface area / high surface area to volume ratio;" -ib,biology,molecular_biology,The diagram shows a short stretch of DNA with complementary base pairing. The images are electron micrographs of DNA from a prokaryote and from a eukaryote.,Prokaryote DNA,images/000002_image_1_file_name.jpg,Eukaryote DNA,images/000002_image_2_file_name.jpg,Distinguish between the structure of DNA in prokaryotes and eukaryotes.,"a. in prokaryotes circular whereas in eukaryotes linear; -b. in eukaryotes associates with histones whereas in (most) prokaryotes not/naked DNA in prokaryotes;" diff --git a/mcq_image_4options/images/000001_file_name.webp b/mcq_image_4options/images/000001_file_name.webp deleted file mode 100644 index d4993f371ac875e38b26e62211b327bc8013ee14..0000000000000000000000000000000000000000 --- a/mcq_image_4options/images/000001_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:9efc5efcddc8fd3121f417b098770e695996a6ad80b221b7d82d06f82a680f13 -size 8434 diff --git a/mcq_image_4options/images/000002_file_name.webp b/mcq_image_4options/images/000002_file_name.webp deleted file mode 100644 index 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-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/000001_file_name.webp,"{'A': '3', 'B': '4', 'C': '10', 'D': '19'}",D,19 -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/000002_file_name.webp,"{'A': '12.5%', 'B': '25%', 'C': '50%', 'D': '100%'}",C,50% -act,maths,functions,"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/000003_file_name.webp,"{'A': '1', 'B': '0.5', 'C': '2', 'D': '3'}",B,0.5 -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/000004_file_name.webp,"{'A': '$60^\\circ$', 'B': '$90^\\circ$', 'C': '$120^\\circ$', 'D': '$180^\\circ$'}",J,$180^\circ$ -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/000005_file_name.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,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/000006_file_name.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.'}",F,$\sqrt{8}$ is at C. -act,maths,geometry,"The figure shows $\triangle ABC$, a right isosceles triangle, inscribed in a circle with center $O$ and radius 10 cm. The right angle is at $C$, and the hypotenuse $AB$ is the diameter of the circle. The arc $\widehat{AB}$ is shown as the thick curved line.","What is the length, in centimeters, of arc $\widehat{AB}$ shown as the thick curved line?",images/000007_file_name.webp,"{'A': '$20\\pi$', 'B': '$15\\pi$', 'C': '$10\\pi$', 'D': '$5\\pi$'}",F,$20\pi$ -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/000008_file_name.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': '$(x - 9)^2 + (y - 36)^2 = 1$'}",J,$(x - 9)^2 + (y - 36)^2 = 1$ -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/000009_file_name.webp,"{'A': '15', 'B': '17', 'C': '18', 'D': '19'}",J,19 -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/000010_file_name.webp,"{'A': '10', 'B': '15', 'C': '17', 'D': '24'}",C,17 -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/000011_file_name.webp,"{'A': '54', 'B': '108', 'C': '$27\\sqrt{3}$', 'D': '$54\\sqrt{3}$'}",F,54 -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/000012_file_name.webp,"{'A': '$18\\pi$', 'B': '$36\\pi$', 'C': '$162\\pi$', 'D': '$648\\pi$'}",C,$162\pi$ -naep,economics,The Market Economy,DIGITALCAMERAMARKET,"According to the graph above, which of the following is the equilibrium price for digital cameras?",images/000013_file_name.jpg,"{'A': '$200', 'B': '$300', 'C': '$400', 'D': '$500'}",C,$400 -naep,science,physical_science,The graph shows the temperature of a sample of a liquid substance as it is heated at a constant rate.,Which statement about the liquid is correct after 180 seconds?,images/000014_file_name.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.'}",A,The liquid is boiling. -naep,science,earth_environmental,The diagram shows a cross section of the top layers of Earth.,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/000015_file_name.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.'}",B,Convection currents in the Earth's mantle are pulling the plates in opposite directions. -ib,biology,molecular_biology,"The diagram shows the elements present in two organic molecules, W and X.",Which molecules could W and X be?,images/000016_file_name.jpg,"{'A': 'monosaccharide; amino acid', 'B': 'nucleic acid; triglyceride', 'C': 'phospholipid; protein', 'D': 'triglyceride; fatty acid'}",C,phospholipid; protein -ib,biology,molecular_biology,"The diagrams show the structure of leucine, an essential amino acid.",Which diagram highlights the part of leucine that distinguishes it from other amino acids?,images/000017_file_name.jpg,"{'A': '', 'B': '', 'C': '', 'D': ''}",B, -ib,biology,cell_biology,The series of images shows two unicellular organisms found in ponds and lakes.,Which functions of life are being shown in these images by organism X?,images/000018_file_name.jpg,"{'A': 'Metabolism and growth', 'B': 'Excretion and reproduction', 'C': 'Homeostasis and metabolism', 'D': 'Response and nutrition'}",D,Response and nutrition -ib,biology,cell_biology,What can be identified in the electron micrograph?,,images/000019_file_name.jpg,"{'A': 'Plant cells with cell walls, nuclei and chloroplasts', 'B': 'Plant cells with chloroplasts and large central vacuoles containing nuclei', 'C': 'Several prokaryotes with cell walls and cytoplasm', 'D': 'Animal cells with prominent mitochondria'}",A,"Plant cells with cell walls, nuclei and chloroplasts" -ib,biology,cell_biology,The image shows a glycoprotein embedded in the phospholipid bilayer of a cell membrane.,Which features of this glycoprotein can be deduced from the image?,images/000020_file_name.jpg,"{'A': 'It is a peripheral protein that allows attachment to neighbouring cells.', 'B': 'It is a channel protein that provides hydrophilic channels for carbohydrate transport.', 'C': 'It is an integral protein that may be involved in cell recognition.', 'D': 'It is a transport protein that increases the permeability of the membrane to glucose.'}",C,It is an integral protein that may be involved in cell recognition. -ib,biology,genetics,The karyogram shows a chromosome abnormality in a human female.,What could cause the abnormality to arise?,images/000021_file_name.jpg,"{'A': 'Failure of homologous chromosomes to separate during gamete formation', 'B': 'Chromosome 21 replicating after fertilization', 'C': ""A gene mutation of the mother's chromosomes during cell division"", 'D': 'Polyploidy occurring during anaphase I of meiosis in both parents'}",A,Failure of homologous chromosomes to separate during gamete formation -ib,biology,ecology,The number of hummingbird species in South America has increased continuously as shown in the graph.,What could be a reason for the increase in the number of hummingbird species during the period labelled Z?,images/000022_file_name.jpg,"{'A': 'Food and shelter are plentiful and there is little intraspecific competition.', 'B': 'Closely related species can coexist indefinitely in the same niche.', 'C': 'A wide range of unoccupied potential niches exists, leading to adaptive radiation.', 'D': 'There are few limiting factors on the population size of hummingbirds.'}",C,"A wide range of unoccupied potential niches exists, leading to adaptive radiation." -ib,biology,ecology,The preferred temperature ranges for three species of trout that are found together in freshwater lakes in North America are shown.,What can be deduced from this information? I. The niches for all three species overlap. II. Brown trout have the most specialized niche. III. Lake trout can avoid competition by living in colder water.,images/000023_file_name.jpg,"{'A': 'I only', 'B': 'II only', 'C': 'I and III only', 'D': 'I, II and III'}",C,I and III only -ib,biology,ecology,"With respect to the food chain shown in the image, what is the role of the locust?",,images/000024_file_name.jpg,"{'A': 'Secondary consumer', 'B': 'Parasite', 'C': 'Chemoautotroph', 'D': 'Herbivore'}",D,Herbivore -ib,chemistry ,spectroscopy,"Four mass spectra (A, B, C, D) showing Relative intensity versus $m/z$. The x-axis ranges from 0 to 75. The y-axis ranges from 0 to 100. All spectra show a molecular ion peak around 70 $m/z$.",Which is the mass spectrum of butanal?,images/000025_file_name.webp,"{'A': 'A', 'B': 'B', 'C': 'C', 'D': 'D'}",C,C -ib,chemistry ,energetics,"The potential energy profile for a ""coffee cup"" calorimetry experiment is shown. -The figure displays a coffee cup calorimeter setup with a Thermometer and a potential energy profile graph. The graph plots Potential energy (y-axis) versus Reaction coordinate (x-axis). The Reactants are shown at a higher energy level than the Products, indicating an exothermic reaction.",What is the correct interpretation of this reaction?,images/000026_file_name.webp,"{'A': 'Temperature: increases; Type of reaction: exothermic', 'B': 'Temperature: increases; Type of reaction: endothermic', 'C': 'Temperature: decreases; Type of reaction: exothermic', 'D': 'Temperature: decreases; Type of reaction: endothermic'}",A,Temperature: increases; Type of reaction: exothermic -ib,chemistry ,organic_chemistry,Which is a correct alternative representation of this molecule?,,images/000027_file_name.webp,"{'A': '$C_3H_6Cl_2$', 'B': '![Line structure of 2,3-dichlorobut-1-ene: a four-carbon chain with a double bond between C1 and C2. C2 is bonded to a Cl atom, and C3 is bonded to a Cl atom.]()', 'C': '2,2-dichlorobut-1-ene', 'D': '$CH_3CHClC(Cl)=CH_2$'}",D,$CH_3CHClC(Cl)=CH_2$ -ib,chemistry ,energetics,The diagram shows the energy profile of a reaction.,Which combination is correct?,images/000028_file_name.webp,"{'A': 'Activation energy of forward reaction: X; Activation energy of reverse reaction: Z', 'B': 'Activation energy of forward reaction: Y - X; Activation energy of reverse reaction: Y - Z', 'C': 'Activation energy of forward reaction: Y; Activation energy of reverse reaction: Y', 'D': 'Activation energy of forward reaction: Y - X; Activation energy of reverse reaction: Z - X'}",B,Activation energy of forward reaction: Y - X; Activation energy of reverse reaction: Y - Z -ib,physics,circular_motion_gravitation,"A disc of mass $M$ and radius $R$ is on a horizontal frictionless table. Two equal and opposite forces, each of magnitude $F$, act on the disc. The moment of inertia of the disc about its axis is $\frac{1}{2}MR^2$.",What is the angular acceleration of the disc?,images/000029_file_name.webp,"{'A': '0', 'B': '$\\frac{F}{MR}$', 'C': '$\\frac{2F}{MR}$', 'D': '$\\frac{4F}{MR}$'}",D,$\frac{4F}{MR}$ -ib,physics,mechanics,A person stands in an elevator (lift). The total mass of the person and the elevator is 800 kg. The elevator accelerates upward at $2.0\text{ m s}^{-2}$.,What is the tension in the cable?,images/000030_file_name.webp,"{'A': '1.6 kN', 'B': '6.4 kN', 'C': '8.0 kN', 'D': '9.6 kN'}",D,9.6 kN -ib,physics,circular_motion_gravitation,A cylinder of mass $M$ and radius $R$ rotates at constant angular speed $\omega$ about an axis through its centre. The rotational kinetic energy of the cylinder is $K$. The moment of inertia of the cylinder is $\frac{1}{2}MR^2$.,"A second cylinder has mass $2M$, radius $2R$ and rotates with angular speed $2\omega$. What is the rotational kinetic energy of the second cylinder?",images/000031_file_name.webp,"{'A': '$8K$', 'B': '$16K$', 'C': '$32K$', 'D': '$64K$'}",C,$32K$ -ib,physics,mechanics,A bird of weight $W$ sits on a thin rope at its midpoint. The rope is almost horizontal and has negligible mass.,The tension in the rope is,images/000032_file_name.webp,"{'A': 'less than $\\frac{W}{2}$', 'B': 'equal to $\\frac{W}{2}$', 'C': 'between $\\frac{W}{2}$ and $W$', 'D': 'greater than $W$'}",D,greater than $W$ -ib,physics,wave_phenomena,The black-body radiation curve of an object at 600 K is shown. The intensity units are arbitrary.,What is the radiation curve of the same object at 450 K? The original curve is shown with a dashed line.,images/000033_file_name.webp,"{'A': 'Graph showing intensity versus wavelength. The solid line (450 K) peaks lower than the dashed line (600 K) and shifts to longer wavelengths.', 'B': 'Graph showing intensity versus wavelength. The solid line (450 K) peaks higher than the dashed line (600 K) and shifts to shorter wavelengths.', 'C': 'Graph showing intensity versus wavelength. The solid line (450 K) peaks higher than the dashed line (600 K) and shifts to longer wavelengths.', 'D': 'Graph showing intensity versus wavelength. The solid line (450 K) peaks lower than the dashed line (600 K) and shifts to shorter wavelengths.'}",A,Graph showing intensity versus wavelength. The solid line (450 K) peaks lower than the dashed line (600 K) and shifts to longer wavelengths. -ib,physics,electricity_magnetism,"Four identical resistors, each of resistance $R$, are connected as shown.",What is the effective resistance between P and Q?,images/000034_file_name.webp,"{'A': '$\\frac{3R}{4}$', 'B': '$R$', 'C': '$\\frac{4R}{3}$', 'D': '$4R$'}",A,$\frac{3R}{4}$ -ib,physics,electricity_magnetism,Conductor X is connected to a cell of emf $E$. A power of $16\text{W}$ is dissipated in X. Conductor Y is made from the same material with the same diameter as X but is twice as long. A cell of emf $2E$ is connected to Y. Both cells have negligible internal resistance.,What power is dissipated in Y?,images/000035_file_name.webp,"{'A': '$8.0\\text{W}$', 'B': '$16\\text{W}$', 'C': '$32\\text{W}$', 'D': '$64\\text{W}$'}",C,$32\text{W}$ -ib,physics,circular_motion_gravitation,A planet orbits the Sun in an elliptical orbit moving in the direction shown.,"At the position shown, which quantity is decreasing for the planet?",images/000036_file_name.webp,"{'A': 'Acceleration', 'B': 'Angular momentum', 'C': 'Kinetic energy', 'D': 'Gravitational potential energy'}",D,Gravitational potential energy -ib,physics,fields,P is a point in a uniform electric field.,What is the direction in which the electric potential increases at P?,images/000037_file_name.webp,"{'A': 'to the left', 'B': 'upwards', 'C': 'to the right', 'D': 'downwards'}",B,upwards -ib,physics,electromagnetic_induction,A rectangular conducting coil rotates at a constant angular velocity in a uniform magnetic field. The rotation axis of the coil is perpendicular to the field.,At one instant the plane of the coil is at an angle $\theta$ to the direction of the field. The magnitude of the emf induced in the coil is,images/000038_file_name.webp,"{'A': 'never zero.', 'B': 'at a maximum when $\\theta = 0^\\circ$ or $180^\\circ$.', 'C': 'at a maximum when $\\theta = 45^\\circ$ or $225^\\circ$.', 'D': 'at a maximum when $\\theta = 90^\\circ$ or $270^\\circ$.'}",B,at a maximum when $\theta = 0^\circ$ or $180^\circ$. -ib,physics,circular_motion_gravitation,A spherical planet has a radius $R_0$. The graph shows the variation of the gravitational potential due to the planet with distance $r$ from the centre of the planet.,What is the escape speed from the surface of the planet?,images/000039_file_name.webp,"{'A': '$1.6 \\times 10^3 \\text{ ms}^{-1}$', 'B': '$2.2 \\times 10^3 \\text{ ms}^{-1}$', 'C': '$3.2 \\times 10^3 \\text{ ms}^{-1}$', 'D': '$4.5 \\times 10^3 \\text{ ms}^{-1}$'}",C,$3.2 \times 10^3 \text{ ms}^{-1}$ -ib,physics,fields,"A charged rod is brought near an initially neutral metal sphere without touching it. When the sphere is grounded (earthed), there is an electric current for a short time from the sphere to the ground. The ground connection is then removed.",What are the charge on the rod and the charge induced on the sphere when the connection is removed?,images/000040_file_name.webp,"{'A': 'Charge on the rod: negative; Charge induced on the sphere: negative', 'B': 'Charge on the rod: negative; Charge induced on the sphere: positive', 'C': 'Charge on the rod: positive; Charge induced on the sphere: negative', 'D': 'Charge on the rod: positive; Charge induced on the sphere: positive'}",C,Charge on the rod: positive; Charge induced on the sphere: negative -ib,physics,fields,A positive point charge of magnitude $1.0 \mu \text{C}$ and a point charge $q$ are separated by a distance $d$. An electron is placed at a distance $d$ from the $+1.0 \mu \text{C}$ charge. The electric force on the electron is zero.,What is $q$?,images/000041_file_name.webp,"{'A': '$-4.0 \\mu \\text{C}$', 'B': '$-2.0 \\mu \\text{C}$', 'C': '$2.0 \\mu \\text{C}$', 'D': '$4.0 \\mu \\text{C}$'}",A,$-4.0 \mu \text{C}$ -ib,physics,atomic_nuclear_particle_physics,"The Hertzsprung-Russell diagram shows two stars, X and Y.",What is $\frac{\text{radius of X}}{\text{radius of Y}}$?,images/000042_file_name.webp,"{'A': '$\\frac{1}{16}$', 'B': '$\\frac{1}{4}$', 'C': '4', 'D': '16'}",A,$\frac{1}{16}$ -ib,physics,mechanics,A person stands in an elevator (lift). The total mass of the person and the elevator is 800 kg. The elevator accelerates upward at $2.0\text{ m s}^{-2}$.,What is the tension in the cable?,images/000043_file_name.webp,"{'A': '1.6 kN', 'B': '6.4 kN', 'C': '8.0 kN', 'D': '9.6 kN'}",D,9.6 kN -ib,physics,wave_phenomena,The black-body radiation curve of an object at 600 K is shown. The intensity units are arbitrary.,What is the radiation curve of the same object at 450 K?,images/000044_file_name.webp,"{'A': 'Graph A: Intensity vs Wavelength. The solid line (new curve) peaks at a lower intensity (around 0.5) and at a longer wavelength compared to the dashed line (original curve).', 'B': 'Graph B: Intensity vs Wavelength. The solid line (new curve) peaks at a higher intensity (around 1.5) and at a shorter wavelength compared to the dashed line (original curve).', 'C': 'Graph C: Intensity vs Wavelength. The solid line (new curve) peaks at a higher intensity (around 1.5) and at a longer wavelength compared to the dashed line (original curve).', 'D': 'Graph D: Intensity vs Wavelength. The solid line (new curve) peaks at a lower intensity (around 0.5) and at a shorter wavelength compared to the dashed line (original curve).'}",A,Graph A: Intensity vs Wavelength. The solid line (new curve) peaks at a lower intensity (around 0.5) and at a longer wavelength compared to the dashed line (original curve). -ib,physics,electricity_magnetism,"Four identical resistors, each of resistance $R$, are connected as shown.",What is the effective resistance between P and Q?,images/000045_file_name.webp,"{'A': '$\\frac{3R}{4}$', 'B': '$R$', 'C': '$\\frac{4R}{3}$', 'D': '$4R$'}",A,$\frac{3R}{4}$ -ib,physics,electricity_magnetism,"Conductor X is connected to a cell of emf $E$. A power of 16W is dissipated in X. - -Conductor Y is made from the same material with the same diameter as X but is twice as long. A cell of emf $2E$ is connected to Y. - -Both cells have negligible internal resistance.",What power is dissipated in Y?,images/000046_file_name.webp,"{'A': '8.0W', 'B': '16W', 'C': '32W', 'D': '64W'}",C,32W -ib,physics,electricity_magnetism,"Two long parallel wires P and Q are a distance $d$ apart. They each carry a current. - -A magnetic force per unit length $F$ acts on P due to Q. - -The distance between the wires is increased to $2d$ and the current in Q is decreased to $\frac{I}{2}$.",What is the magnetic force per unit length that acts on P due to Q after the changes?,images/000047_file_name.webp,"{'A': '$\\frac{F}{8}$', 'B': '$\\frac{F}{4}$', 'C': '$\\frac{F}{2}$', 'D': '$F$'}",B,$\frac{F}{4}$ -ib,physics,electricity_magnetism,"A positive point charge of magnitude $1.0 \mu \text{C}$ and a point charge $q$ are separated by a distance $d$. - -An electron is placed at a distance $d$ from the $+1.0 \mu \text{C}$ charge. The electric force on the electron is zero.",What is $q$?,images/000048_file_name.webp,"{'A': '$-4.0 \\mu \\text{C}$', 'B': '$-2.0 \\mu \\text{C}$', 'C': '$2.0 \\mu \\text{C}$', 'D': '$4.0 \\mu \\text{C}$'}",A,$-4.0 \mu \text{C}$ -ib,physics,atomic_nuclear_particle_physics,The diagram shows the emission spectrum of an atom.,Which of the following atomic energy level models can produce this spectrum?,images/000049_file_name.webp,"{'A': 'Diagram A', 'B': 'Diagram B', 'C': 'Diagram C', 'D': 'Diagram D'}",A,Diagram A -ib,physics,fields,"The Hertzsprung–Russell diagram shows two stars, X and Y. - -Hertzsprung–Russell diagram showing Luminosity (vertical axis) and temperature/K (horizontal axis, logarithmic scale). Star X is located at $40000$ K, and Star Y is located at $10000$ K. Both stars are plotted at the same luminosity level.",What is $\frac{\text{radius of X}}{\text{radius of Y}}$?,images/000050_file_name.webp,"{'A': '$\\frac{1}{16}$', 'B': '$\\frac{1}{4}$', 'C': '4', 'D': '16'}",A,$\frac{1}{16}$ diff --git a/mcq_image_5options/images/000001_file_name.webp b/mcq_image_5options/images/000001_file_name.webp deleted file mode 100644 index 4e084640cf33e9e22efaf0743bc799a78c48ed8a..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000001_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:5b72480fb67838203f3eabd499fb4ae35561abc7df2a53431b50a67dd1e8b324 -size 20372 diff --git a/mcq_image_5options/images/000002_file_name.webp b/mcq_image_5options/images/000002_file_name.webp deleted file mode 100644 index 4e084640cf33e9e22efaf0743bc799a78c48ed8a..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000002_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:5b72480fb67838203f3eabd499fb4ae35561abc7df2a53431b50a67dd1e8b324 -size 20372 diff --git a/mcq_image_5options/images/000003_file_name.webp b/mcq_image_5options/images/000003_file_name.webp deleted file mode 100644 index f02d922dcb67841e90f1123876553f612a937f83..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000003_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:69efaf5d7f5a6c9f1427e8074dcdc2e82f5fa09dcf2237c59e07ebb33f8a9847 -size 3942 diff --git a/mcq_image_5options/images/000004_file_name.webp b/mcq_image_5options/images/000004_file_name.webp deleted file mode 100644 index 5e62559c2e5645041381e27cc6e3a020218ad9cd..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000004_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:bc56c507c17375307b14a4604fe96e032778b8927ad36efef0243ae97dd16be9 -size 4538 diff --git a/mcq_image_5options/images/000005_file_name.webp b/mcq_image_5options/images/000005_file_name.webp deleted file mode 100644 index e468269167d51ed93fed491eda2baa4d74ffc9e0..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000005_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:593dde9dc59d036eb6067af097b548ba7b8ec9014958d1f696aaaf5ea92de1f4 -size 7420 diff --git a/mcq_image_5options/images/000006_file_name.webp b/mcq_image_5options/images/000006_file_name.webp deleted file mode 100644 index a77372b63fd9321a9ea31e6010de8ca92524d84a..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000006_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:7f40d64bb3c2d3cf610065b081b375b3b04b66688ee55f2f5ce70075f2dc5c2a -size 8888 diff --git a/mcq_image_5options/images/000007_file_name.webp b/mcq_image_5options/images/000007_file_name.webp deleted file mode 100644 index 09eb55de791e921e33e2e3aed10c1924e81693c8..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000007_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:d5e30bb456c5608a05c650a04c606b5652d9dc3c498a58f072bc89ba30beff4c -size 3444 diff --git a/mcq_image_5options/images/000008_file_name.webp b/mcq_image_5options/images/000008_file_name.webp deleted file mode 100644 index d7679366c379aaf8329f1f6448277153a006ca83..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000008_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:7dbf05f994ced9edcc0fe82bb622b804c4078efdcf2ee29f26c7b9ebd04050e1 -size 13790 diff --git a/mcq_image_5options/images/000009_file_name.webp b/mcq_image_5options/images/000009_file_name.webp deleted file mode 100644 index e4bf7b055fdc457ddba21b993a32dfc6cf7bc534..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000009_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:55ec0a25897977006eeffda52dd08b0797a3db48867f717ce1c55f569773ed0a -size 13802 diff --git a/mcq_image_5options/images/000010_file_name.webp b/mcq_image_5options/images/000010_file_name.webp deleted file mode 100644 index 8d977330a519096a6e6eb6706845eb5780e96417..0000000000000000000000000000000000000000 --- a/mcq_image_5options/images/000010_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:46cbf5e9311e4451ccac1419d27b15fa8cbee3916de2784c8baa4ab5aaaa891f -size 14608 diff --git a/mcq_image_5options/metadata.csv b/mcq_image_5options/metadata.csv deleted file mode 100644 index b5a08c7448e0f48dd7ed0e0397016e2277028f83..0000000000000000000000000000000000000000 --- a/mcq_image_5options/metadata.csv +++ /dev/null @@ -1,11 +0,0 @@ -exam,subject,domain,context,question,file_name,options,answer_label,answer -naep,maths,functions,The complete graph of a function is shown in the $xy$ -plane.,Which of the following inequalities best represents the domain of the function shown?,images/000001_file_name.webp,"{'A': '$-2 \\le x \\le 3$', 'B': '$-4 \\le x \\le 7$', 'C': '$-4 \\le y \\le 7$', 'D': '$-5 \\le x \\le 6$', 'E': '$-5 \\le y \\le 6$'}",D,$-5 \le x \le 6$ -naep,maths,functions,The complete graph of a function is shown in the $xy$ -plane.,Which of the following inequalities best represents the range of the function shown?,images/000002_file_name.webp,"{'A': '$-4 \\le y \\le -2$', 'B': '$-4 \\le x \\le 7$', 'C': '$-4 \\le y \\le 7$', 'D': '$-5 \\le x \\le 6$', 'E': '$-5 \\le y \\le 6$'}",C,$-4 \le y \le 7$ -naep,maths,geometry,All interior angles of the figure shown are congruent.,What is the measure of the marked angle?,images/000003_file_name.webp,"{'A': '$108^\\circ$', 'B': '$114^\\circ$', 'C': '$120^\\circ$', 'D': '$126^\\circ$', 'E': '$130^\\circ$'}",A,$108^\circ$ -naep,maths,geometry,Note: Figures not drawn to scale.,What is the value of $h$ in the figure?,images/000004_file_name.webp,"{'A': '10', 'B': '25', 'C': '60', 'D': '120', 'E': '144'}",D,120 -naep,maths,modeling,"Andy received an e-mail message. Andy sent the e-mail message to 3 people, who then each sent the e-mail message to 3 more people who had not already received the e-mail message. The table and graph show the first five stages and the number of people receiving the e-mail message at that stage.",Which of the following types of functions would best model these data?,images/000005_file_name.webp,"{'A': 'Constant', 'B': 'Exponential', 'C': 'Linear', 'D': 'Quadratic', 'E': 'Trigonometric'}",B,Exponential -naep,maths,modeling,The graph shows the number of homes built every 5th year by a construction company.,"Based on the information given, which of the following is the best estimate of the number of homes that will be built in the 60th year of business, if the trend continues as shown?",images/000006_file_name.webp,"{'A': '20', 'B': '30', 'C': '40', 'D': '45', 'E': '50'}",B,30 -naep,maths,geometry,"In the figure, $\triangle ABC$ is isosceles, with $AB = BC$ .",What is the length of $\overline{DE}$ ?,images/000007_file_name.webp,"{'A': '6 units', 'B': '12 units', 'C': '14 units', 'D': '18 units', 'E': '36 units'}",D,18 units -naep,maths,geometry,"Fold the card provided with this test book along line AC so that point D coincides with point E. Open the card so that segment BE is perpendicular to segment BD, as shown below, and keep the card in this position to answer the question.","The lengths of some of the line segments on the card are given below: (AC = 12) centimeters, (BE = 3) centimeters, (BD = 3) centimeters, (FG = 8) centimeters. What is the measure of $\angle EBF$ ?",images/000008_file_name.webp,"{'A': '$30^\\circ$', 'B': '$45^\\circ$', 'C': '$60^\\circ$', 'D': '$90^\\circ$', 'E': '$135^\\circ$'}",D,$90^\circ$ -naep,maths,geometry,"Fold the card provided with this test book along line AC so that point D coincides with point E. Open the card so that segment BE is perpendicular to segment BD, as shown below, and keep the card in this position to answer the question.","The lengths of some of the line segments on the card are given below: (AC = 12) centimeters, (BE = 3) centimeters, (BD = 3) centimeters, (FG = 8) centimeters. What is the measure of $\angle BED$ ?",images/000009_file_name.webp,"{'A': '$30^\\circ$', 'B': '$45^\\circ$', 'C': '$60^\\circ$', 'D': '$90^\\circ$', 'E': '$180^\\circ$'}",B,$45^\circ$ -naep,maths,data_statistics_probability,"In the scatterplot below, each point represents the adult heights of a sister-brother pair.",What is the brothers height that corresponds to the tallest sisters height?,images/000010_file_name.webp,"{'A': '74 inches', 'B': '71 inches', 'C': '67 inches', 'D': '66 inches', 'E': '62 inches'}",B,71 inches diff --git a/single_constructed_response_with_image_and_table/images/000001_file_name.webp b/single_constructed_response_with_image_and_table/images/000001_file_name.webp deleted file mode 100644 index 2f89255aced8cebbd09a16f659e45bdb3cb5b8f8..0000000000000000000000000000000000000000 --- a/single_constructed_response_with_image_and_table/images/000001_file_name.webp +++ /dev/null @@ -1,3 +0,0 @@ -version https://git-lfs.github.com/spec/v1 -oid sha256:d4fb7f091fa7bdf6c3173725a2b757484d9393676d9c825df828520ee8d9969d -size 17506 diff --git a/single_constructed_response_with_image_and_table/metadata.csv b/single_constructed_response_with_image_and_table/metadata.csv deleted file mode 100644 index 07818d94b8a3c1d397f4d5a504a6fef13916df44..0000000000000000000000000000000000000000 --- a/single_constructed_response_with_image_and_table/metadata.csv +++ /dev/null @@ -1,22 +0,0 @@ -exam,subject,domain,context,table_context,table_1,image_context,file_name,question,answer -naep,science,physical_science,Improve the accuracy of an investigation about conservation of energy,"The student wanted to test the law of conservation of energy. He dropped a ball with a mass of 100 grams from each of four platforms, and the ball hit the ground. The height of platform 1 was 3 meters, platform 2 was 6 meters high, platform 3 was 9 meters high, and platform 4 was 12 meters high. - -Each time he dropped the ball, the student took appropriate measurements and calculated the potential energy of the ball before it was dropped and the kinetic energy of the ball just before it hit the ground. His calculated results are shown in the table.","
RESULTS
Platform from Which Ball is DroppedPotential Energy at Platform (joules)Kinetic Energy just above the Ground (joules)
13.02.8
26.05.4
39.07.8
412.010.0
",The student then graphed the results.,images/000001_file_name.webp,"The student dropped the ball once from each of the four platforms. - -How could he improve his experiment to get more accurate results?","Student response describes a valid way to improve the experiment and explains how this improvement would yield more accurate results. - -Major response types include: - -- Repeat the experiment (drop the same ball multiple times from each platform) - compare (or average) the results (or data). -- Drop the (same) ball more than once from one or more platforms - average the results for each different platform height. -- Change to volume/mass/density of the ball as follows: Any change to the ball's mass and volume that would result in a higher density (greater mass with smaller volume; same mass with smaller volume; greater mass with same volume) - results in reduction of air resistance (or less energy converted to thermal energy (lost to heat)). -- Use a ball with greater volume and same density (or made of the same material) - results in reduction of air resistance (or less energy converted to thermal energy (lost to heat)). -- Use a ball made with a material that gives it a smoother surface - results in reduction of air resistance (or less energy converted into thermal energy (lost to heat)). -- Perform experiment in an airless environment - results in reduction of air resistance (or less energy converted to thermal energy (lost to heat)). -- Add more platforms - obtain more data points. -- Use better technology to release the ball (or to catch it, time it, etc.) - reduce human error; get more reliable/precise data. - -Note:- Non-acceptable responses include: dropping the ball from different angles; changing the heights of the platforms. -- Acceptable synonyms or phrases for ""air resistance"" include: friction; air friction; drag. -- Inadequate or incorrect descriptions of how to change the volume/mass/density of the ball to reduce air resistance include: use smaller (larger) ball; use ball with greater (or smaller) mass. -- Saying ""do multiple trials"" can mean ""repeat the experiment"" or ""drop the ball more than once"" depending on the context of the response. If context is not clear, interpret as ""repeat the experiment.""" diff --git a/trial-dataset.py b/trial-dataset.py deleted file mode 100644 index 464ece56bca5b7fc59d5e7b827687ac649f9a889..0000000000000000000000000000000000000000 --- a/trial-dataset.py +++ /dev/null @@ -1,107 +0,0 @@ -import os -import datasets - -_CITATION = """ -@dataset{krishna5t_trial_dataset, - author = {Krishna5T}, - title = {trial_dataset}, - year = {2026}, - publisher = {Hugging Face} -} -""" - -_DESCRIPTION = "Mixed CSV and image-based science QA dataset." - -CSV_CONFIGS = { - "mcq_4options": "mcq_4options.csv", - "mcq_5options": "mcq_5options.csv", - "mcq_table_1_5options": "mcq_table_1_5options.csv", - "mcq_table_2_4options": "mcq_table_2_4options.csv", - "paragraph_4options": "paragraph_4options.csv", - "1table_4options": "1table_4options.csv", - "2tables_4options": "2tables_4options.csv", - "constructed_response": "constructed_response.csv", - "constructed_response_2questions": "constructed_response_2questions.csv", - "constructed_response_4questions": "constructed_response_4questions.csv", - "constructed_response_table": "constructed_response_table.csv", -} - -IMAGE_CONFIGS = { - "mcq_image_4options": "mcq_image_4options", - "mcq_image_5options": "mcq_image_5options", - "1figure_4options": "1figure_4options", - "2fig_4options": "2fig_4options", - "3fig_4options": "3fig_4options", - "1fig1table_4options": "1fig1table_4options", - "1table2fig_4options": "1table2fig_4options", - "1fig_2tables_4options": "1fig_2tables_4options", - "1fig_3tables_4options": "1fig_3tables_4options", - "constructed_response_image": "constructed_response_image", - "constructed_response_image_table": "constructed_response_image_table", - "constructed_response_two_images": "constructed_response_two_images", - "constructed_multiple_questions_with_image_and_table": "constructed_multiple_questions_with_image_and_table", - "constructed_question_yes_no_with_table_and_image": "constructed_question_yes_no_with_table_and_image", - "single_constructed_response_with_image_and_table": "single_constructed_response_with_image_and_table", -} - - -class TrialDatasetConfig(datasets.BuilderConfig): - def __init__(self, mode="csv", **kwargs): - super().__init__(**kwargs) - self.mode = mode - - -class TrialDataset(datasets.GeneratorBasedBuilder): - BUILDER_CONFIGS = ( - [TrialDatasetConfig(name=k, mode="csv", version=datasets.Version("1.0.0")) for k in CSV_CONFIGS] - + [TrialDatasetConfig(name=k, mode="image", version=datasets.Version("1.0.0")) for k in IMAGE_CONFIGS] - ) - - DEFAULT_CONFIG_NAME = "mcq_4options" - - def _info(self): - return datasets.DatasetInfo( - description=_DESCRIPTION, - citation=_CITATION, - ) - - def _split_generators(self, dl_manager): - base_path = os.path.abspath(self.config.data_dir) if self.config.data_dir else os.getcwd() - - if self.config.mode == "csv": - file_path = os.path.join(base_path, CSV_CONFIGS[self.config.name]) - return [ - datasets.SplitGenerator( - name=datasets.Split.TRAIN, - gen_kwargs={"mode": "csv", "path": file_path}, - ) - ] - - folder_path = os.path.join(base_path, IMAGE_CONFIGS[self.config.name]) - metadata_path = os.path.join(folder_path, "metadata.csv") - return [ - datasets.SplitGenerator( - name=datasets.Split.TRAIN, - gen_kwargs={"mode": "image", "folder": folder_path, "metadata": metadata_path}, - ) - ] - - def _generate_examples(self, mode, path=None, folder=None, metadata=None): - import pandas as pd - - if mode == "csv": - df = pd.read_csv(path) - for i, row in enumerate(df.to_dict(orient="records")): - yield i, row - return - - df = pd.read_csv(metadata) - - image_cols = [c for c in df.columns if c == "file_name" or c.endswith("_file_name")] - - for i, row in enumerate(df.to_dict(orient="records")): - example = dict(row) - for col in image_cols: - if example[col]: - example[col] = os.path.join(folder, example[col]) - yield i, example \ No newline at end of file