Datasets:
| {"id": 1, "assessment_program": "dc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A random sample of 200 teenagers participated in a taste test. Each teenager sampled four choices of fruit drink (labeled A, B, C, and D), and then were asked to pick a favorite. The table shows the results of this taste test. Based on the information given, which of the given statements are true?", "table_context": null, "tables": "table_1:\n| | A | B | C | D | Total |\n| --- | --- | --- | --- | --- | --- |\n| Boys | 45 | 25 | 30 | 20 | 120 |\n| Girls | 25 | 10 | 30 | 15 | 80 |\n| Total | 70 | 35 | 60 | 35 | 200 |", "question": "Based on the information given, which of the given statements are true?", "options": {"A": "40% of the participants were girls.", "B": "70% of the participants preferred A.", "C": "20/120 of the boys preferred D.", "D": "10/35 of the participants who preferred B were girls.", "E": "The proportion of boys who preferred C is equal to the proportion of girls who preferred C."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["A", "C", "D"], "split": "test", "num_answer_options": 3} | |
| {"id": 2, "assessment_program": "dc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The elephant population in northwestern Namibia and Etosha National Park can be predicted by the expression $2,649(1.045)^b$ , where $b$ is the number of years since 1995. What does the value 2,649 represent?", "table_context": null, "tables": "table_1:\n| Year | Base Year | Estimated Number of Elephants |\n| --- | --- | --- |\n| 1998 | 3 | 3,218 |\n| 2000 | 5 | 3,628 |\n| 2002 | 7 | 3,721 |\n| 2004 | 9 | 3,571 |", "question": "What does the value 2,649 represent?", "options": {"A": "the predicted increase in the number of elephants in the region each year", "B": "the predicted number of elephants in the region in 1995", "C": "the year when the elephant population is predicted to stop increasing", "D": "the percentage the elephant population is predicted to increase each year"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 3, "assessment_program": "dc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A certain type of lily plant is growing in a pond in such a way that the number of plants is growing exponentially. The number of plants, $N$ , in the pond at time $t$ is modeled by the function $N(t) = ab^t$ , where $a$ and $b$ are constants and $t$ is measured in months. The table shows two values of the function. Which equation can be used to find the number of plants in the pond at time $t$ ?", "table_context": null, "tables": "table_1:\n| t | N(t) |\n| --- | --- |\n| 0 | 150 |\n| 1 | 450 |", "question": "Which equation can be used to find the number of plants in the pond at time $t$ ?", "options": {"A": "N(t) = 150(1)^t", "B": "N(t) = 450(1)^t", "C": "N(t) = 150(3)^t", "D": "N(t) = 450(3)^t"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 4, "assessment_program": "dc", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "It has been observed that the heights of Wisconsin Fast Plants vary within a population. Fast Plants are a specially bred type of Brassica rapa plant which grow very quickly, reaching maturity in 5 weeks instead of 6 months. They reproduce sexually. A student orders Fast Plant seeds to perform a science investigation. The student grows 24 plants, and measures their heights 14 days after planting. The information is summarized in Table 1.", "table_context": null, "tables": "table_1:\n| 14 | 6 | 15 | 14 | 13 | 28 | 15 | 17 |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 13 | 5 | 12 | 15 | 15 | 16 | 15 | 14 |\n| 31 | 15 | 16 | 15 | 12 | 30 | 14 | 15 |", "question": "Examining which property of the data set allows identification of individuals who are homozygous for recessive height traits?", "options": {"A": "mean", "B": "range", "C": "median", "D": "outliers"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 5, "assessment_program": "dc", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "It has been observed that the heights of Wisconsin Fast Plants vary within a population. Fast Plants are a specially bred type of Brassica rapa plant which grow very quickly, reaching maturity in 5 weeks instead of 6 months. They reproduce sexually. A student orders Fast Plant seeds to perform a science investigation. The student grows 24 plants, and measures their heights 14 days after planting. The information is summarized in Table 1. A student claims that meiosis can result in Fast Plants with the rare gene combination of two copies of the ein gene.", "table_context": null, "tables": "table_1:\n| 14 | 6 | 15 | 14 | 13 | 28 | 15 | 17 |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 13 | 5 | 12 | 15 | 15 | 16 | 15 | 14 |\n| 31 | 15 | 16 | 15 | 12 | 30 | 14 | 15 |", "question": "The plant with which height in the table provides evidence supporting this claim?", "options": {"A": "5 cm", "B": "12 cm", "C": "15 cm", "D": "30 cm"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 9, "assessment_program": "dc", "assessment_stage": "standalone", "subject": "biology", "domain": "Ecology", "context": "Chaetognaths, or 'arrow worms,' are a phylum of predatory marine worms. A research station compares two closely related chaetognaths, Sagitta elegans and Sagitta setosa, which live in the same geographical area but at different water depths.", "table_context": "Table 1. Comparison of Sagitta Species.", "tables": "Table 1. Comparison of Sagitta Species.\n| Organism | Depth of primary habitat (meters) | Median body length (mm) |\n| --- | --- | --- |\n| Sagitta elegans | 20+ | 24 |\n| Sagitta setosa | 0-20 | 7 |", "question": "Which explanation is supported by the evidence that these two worms have a common evolutionary ancestor?", "options": {"A": "Longer chaetognaths live at deeper depths.", "B": "Diets consist of different sizes and amounts of prey.", "C": "The two chaetognath types have undergone speciation.", "D": "The two chaetognaths live in the same area but at different depths."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 10, "assessment_program": "dc", "assessment_stage": "standalone", "subject": "biology", "domain": "Ecology", "context": "Chaetognaths, or 'arrow worms,' are a phylum of predatory marine worms. A research station compares two closely related chaetognaths, Sagitta elegans and Sagitta setosa, which live in the same geographical area but at different water depths.", "table_context": "Table 1. Comparison of Sagitta Species.", "tables": "Table 1. Comparison of Sagitta Species.\n| Organism | Depth of primary habitat (meters) | Median body length (mm) |\n| --- | --- | --- |\n| Sagitta elegans | 20+ | 24 |\n| Sagitta setosa | 0-20 | 7 |", "question": "Sagitta elegans lives in deeper water and consumes fewer organisms, but its prey organisms have larger sizes. Which statement explains the factor that is most likely keeping Sagitta elegans from further increasing in median body length?", "options": {"A": "No prey organisms of a larger body size exist.", "B": "No genes exist in the worm species for a longer body length.", "C": "Insufficient prey organisms exist to support a longer worm body length.", "D": "No worm predators are providing a selection pressure favoring longer body lengths."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 11, "assessment_program": "dc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Geometry", "context": "The table shows the approximate measurements of the Great Pyramid of Giza in Egypt and the Pyramid of Kukulcan in Mexico.", "table_context": null, "tables": "table_1:\n| Pyramid | Height (meters) | Area of Base (square meters) |\n| --- | --- | --- |\n| Great Pyramid of Giza | 147 | 52,900 |\n| Pyramid of Kukulcan | 30 | 3,025 |", "question": "Approximately what is the difference between the volume of the Great Pyramid of Giza and the volume of the Pyramid of Kukulcan?", "options": {"A": "1,945,000 cubic meters", "B": "2,562,000 cubic meters", "C": "5,835,000 cubic meters", "D": "7,686,000 cubic meters"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 12, "assessment_program": "florida_eoc", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "An osmosis investigation was conducted using chicken eggs to represent cells with semipermeable membranes. The mass of each egg was measured to determine how much water diffused into or out of the eggs. The eggs were first soaked in vinegar to dissolve the shell. Each egg was then placed in one of three different solutions for 24 hours.", "table_context": null, "tables": "table_1:\n| Solution | Average Mass of Eggs Before Soaking (grams) | Average Mass of Eggs After Soaking (grams) | Difference in Average Mass (grams) | Percent Change in Average Mass |\n| --- | --- | --- | --- | --- |\n| Vinegar (95% water) | 71.2 | 98.6 | 27.4 | +38.5 |\n| Corn syrup (5% water) | 98.6 | 64.5 | 34.1 | -34.6 |\n| Distilled water (100% water) | 64.5 | 105.3 | 40.8 | +63.3 |", "question": "Based on this experiment, which of the following should be inferred about cells with semipermeable membranes?", "options": {"A": "Substances other than water may also cross the cell membrane.", "B": "Substances other than water may block pores in the cell membrane.", "C": "Water enters the cell when placed in environments of high water concentration.", "D": "Water leaves the cell when placed in environments with a low concentration of solutes."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 13, "assessment_program": "floridaeoc", "assessment_stage": "standalone", "subject": "history", "domain": "us_history", "context": "The table below provides information about the African-American population in several cities after the Civil War.", "table_context": null, "tables": "table_1:\n| Year | Chicago | Detroit | New York | Pittsburgh |\n| --- | --- | --- | --- | --- |\n| 1880 | 6,480 | 2,821 | 27,763 | 4,077 |\n| 1890 | 14,852 | 3,454 | 36,609 | 7,957 |\n| 1900 | 30,150 | 4,111 | 60,666 | 17,040 |\n| 1910 | 44,103 | 5,741 | 91,709 | 25,623 |\n| 1920 | 109,458 | 40,383 | 152,467 | 37,725 |\n| 1930 | 233,908 | 120,066 | 327,607 | 54,983 |", "question": "Which condition in society was primarily responsible for the change in urban population?", "options": {"A": "absence of agricultural employment in Southern communities", "B": "lack of political representation in Southern communities", "C": "availability of job opportunities in Northern cities", "D": "prevalence of racial equality in Northern cities"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 17, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "Scientists have studied organisms near steel mills. In one study, the scientists compared the DNA of two groups of mice. One group lived near a steel mill, and the other group lived in a rural area away from the steel mill. The scientists collected data on the number of mutations occurring in each group and created the table shown.", "table_context": null, "tables": "table_1:\nmarkdown:\n| Gene | MICE Number of DNA of MICE Number | Percent Group Offspring of Genes | Genes Mutation Group Counted Counted of DNA (%) |\n| --- | --- | --- | --- |\n| Rural | Ms6-hm 110 234 51 21.79 Hm-2 96 150 23 15.33 Total 384 74 19.27 | | |\n| Steel Mill | Ms6-hm 94 188 50 26.60 Hm-2 75 96 30 31.25 Total 284 80 28.17 | | |\n\ntitle:\nGene Mutations in Mice Population", "question": "Which prediction can be made from this data?", "options": {"A": "Mice that live in rural areas will have more genes expressed than mice near steel mills.", "B": "Mice that live near steel mills will have more genes expressed than mice in rural areas.", "C": "Mice that live in rural areas will have higher rates of abnormalities due to mutations than mice near steel mills.", "D": "Mice that live near steel mills will have higher rates of abnormalities due to mutations than mice in rural areas."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 18, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The tables show values for the lines \\(y=-x+5\\) and \\(y=2x-1\\).", "table_context": null, "tables": "table_1:\nmarkdown:\n| x | y |\n| --- | --- |\n| -1 | 6 |\n| 0 | 5 |\n| 1 | 4 |\n| 2 | 3 |\n| 3 | 2 |\n\ntitle:\n\\(y=-x+5\\)\n\ntable_2:\nmarkdown:\n| x | y |\n| --- | --- |\n| -1 | -3 |\n| 0 | -1 |\n| 1 | 1 |\n| 2 | 3 |\n| 3 | 5 |\n\ntitle:\n\\(y=2x-1\\)", "question": "At what point do the lines intersect?", "options": {"A": "(1, 1)", "B": "(3, 5)", "C": "(2, 3)", "D": "(3, 2)"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 19, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "Look at the sequence in the table.", "table_context": null, "tables": "table_1:\nmarkdown:\n| n | 1 | 2 | 3 | 4 | 5 | ... |\n| --- | --- | --- | --- | --- | --- | --- |\n| \\(a_n\\) | -1 | 1 | 3 | 5 | 7 | ... |", "question": "Which function represents the sequence?", "options": {"A": "\\(a_n=a_{n-1}+1\\)", "B": "\\(a_n=a_{n-1}+2\\)", "C": "\\(a_n=2a_{n-1}-1\\)", "D": "\\(a_n=2a_{n-1}-3\\)"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 20, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": null, "table_context": null, "tables": "table_1:\nmarkdown:\n| x | \\(f(x)\\) |\n| --- | --- |\n| 1 | 8 |\n| 2 | 11 |\n| 3 | 14 |\n| 4 | 17 |", "question": "Which function is modeled in the table?", "options": {"A": "\\(f(x)=x+7\\)", "B": "\\(f(x)=x+9\\)", "C": "\\(f(x)=2x+5\\)", "D": "\\(f(x)=3x+5\\)"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 21, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": null, "table_context": null, "tables": "table_1:\nmarkdown:\n| d | C |\n| --- | --- |\n| 2 | 6.28 |\n| 3 | 9.42 |\n| 5 | 15.70 |\n| 10 | 31.40 |", "question": "Which explicit formula describes the pattern in the table?", "options": {"A": "\\(d=3.14C\\)", "B": "\\(3.14C=d\\)", "C": "\\(31.4\\times10=C\\)", "D": "\\(C=3.14d\\)"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 22, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": null, "table_context": null, "tables": "table_1:\nmarkdown:\n| n | 1 | 2 | 3 | 4 | 5 | ... |\n| --- | --- | --- | --- | --- | --- | --- |\n| \\(a_n\\) | 6 | 18 | 54 | 162 | 486 | ... |", "question": "Which function represents the sequence?", "options": {"A": "\\(f(n)=3^{n-1}\\)", "B": "\\(f(n)=6^{n-1}\\)", "C": "\\(f(n)=3(6^{n-1})\\)", "D": "\\(f(n)=6(3^{n-1})\\)"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 23, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The first term in the sequence is 3.", "table_context": null, "tables": "table_1:\nmarkdown:\n| n | 1 | 2 | 3 | 4 | 5 | ... |\n| --- | --- | --- | --- | --- | --- | --- |\n| \\(a_n\\) | 3 | 10 | 17 | 24 | 31 | ... |", "question": "Which function represents the sequence?", "options": {"A": "\\(f(n)=n+3\\)", "B": "\\(f(n)=7n-4\\)", "C": "\\(f(n)=3n+7\\)", "D": "\\(f(n)=n+7\\)"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 24, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": null, "table_context": null, "tables": "table_1:\nmarkdown:\n| x | \\(f(x)\\) |\n| --- | --- |\n| 0 | -1 |\n| 2 | 0 |\n| 6 | 2 |", "question": "Which function can be used to model the data in the table?", "options": {"A": "\\(f(x)=3x\\)", "B": "\\(f(x)=\\frac{x}{2}-1\\)", "C": "\\(f(x)=x-1\\)", "D": "\\(f(x)=2x-1\\)"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 25, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "history", "domain": "us history", "context": "U.S. Census Information for Selected States in 1790", "table_context": null, "tables": "table_1:\nmarkdown:\n| State | Number of Citizens | Number of Enslaved Persons | Population Represented in Congress |\n| --- | --- | --- | --- |\n| Georgia | 53,294 | 29,254 | 70,846 |\n| Massachusetts | 378,787 | None | 378,787 |\n| Virginia | 454,973 | 292,637 | 630,555 |\n\ntitle:\nU.S. Census Information for Selected States in 1790", "question": "How did the Three- Fifths Compromise affect the 1790 census results?", "options": {"A": "Citizens in each state were counted as three-fifths of a person.", "B": "Enslaved persons in each state were counted as three-fifths of a person.", "C": "Only three-fifths of the citizens in each state were eligible to vote in elections.", "D": "Only three-fifths of enslaved peoples in each state were eligible to vote in elections."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 26, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "history", "domain": "us history", "context": "U.S. Census Information for Selected States in 1790", "table_context": null, "tables": "table_1:\nmarkdown:\n| State | Number of Citizens | Number of Enslaved Persons | Population Represented in Congress |\n| --- | --- | --- | --- |\n| Georgia | 53,294 | 29,254 | 70,846 |\n| Massachusetts | 378,787 | None | 378,787 |\n| Virginia | 454,973 | 292,637 | 630,555 |\n\ntitle:\nU.S. Census Information for Selected States in 1790", "question": "Which statement describes an immediate impact of the 1790 census information shown in the table?", "options": {"A": "Southern states gained more influence in the House of Representatives.", "B": "Slavery was declared unconstitutional and outlawed in the United States.", "C": "Enslaved persons in the South earned the right to participate in the electoral process.", "D": "Northern and Southern states went to the Supreme Court to contest the census data."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 27, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "history", "domain": "us history", "context": "Use the table to answer the question.", "table_context": null, "tables": "table_1:\nmarkdown:\n| Year | South | North |\n| --- | --- | --- |\n| 1851 | 506 miles of track | 1,933 miles of track |\n| 1852 | 822 miles of track | 1,647 miles of track |\n| 1853 | 569 miles of track | 1,626 miles of track |\n| 1854 | 774 miles of track | 952 miles of track |\n| 1855 | 424 miles of track | 1,421 miles of track |\n| Total | 3,095 miles of track | 7,579 miles of track |\n\ntitle:\nNew Railroad Mileage", "question": "Which of these is the BEST explanation for the difference shown between the North and South in the years prior to the Civil War?", "options": {"A": "The Northern economy's reliance on technology increased during this time frame.", "B": "The North's economy expanded at a slower rate than the South's during this time frame.", "C": "The Northern economy's rate of industrialization outpaced the South's during this time frame.", "D": "The North's economy changed from manufacturing-based to agrarian-based during this time frame."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 28, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "biology", "domain": "Molecular Biology", "context": "Scientists compared certain genes in the symmetric fish and the flatfish. They compared these genes in symmetric stickleback, puffer fish, and zebra fish to two species of flatfish. A portion of the data from the scientific study are shown.", "table_context": null, "tables": "Table 1:\n| Fish Species | Amino Acid Positions 255-258 | Amino Acid Positions 334-337 |\n| --- | --- | --- |\n| stickleback | RHAE | APLT |\n| puffer fish | RHAE | APLT |\n| zebra fish | RHVE | SPLT |\n| Japanese flounder (flatfish) | RYAE | APLS |\n| tongue sole (flatfish) | RYAE | APLS |\n\nTable 2:\n| A- Alanine | R- Arginine |\n| --- | --- |\n| E- Glutamate | S- Serine |\n| H- Histidine | T- Threonine |\n| L- Leucine | Y- Tyrosine |\n| P- Proline | |", "question": "Which explanation is best supported by the Amino Acid Differences table?", "options": {"A": "Both Japanese flounder and tongue sole are missing portions of DNA.", "B": "The zebra fish is different from other symmetrical fish because it is evolving into a flatfish.", "C": "Amino acids in the stickleback and tongue sole are similar to each other because they have the same DNA.", "D": "Amino acids in Japanese flounder and tongue sole are similar to each other because they both undergo metamorphosis."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 31, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "physics", "domain": "mechanics", "context": "Three friends are hiking through an area of trees in late October. Some leaves and fruits are falling from the trees. Others are lying on the ground or still on trees. The fruit of a walnut tree falls and just misses one of the hikers. The hikers wonder whether it is more dangerous to be struck by some falling fruits than others. One hiker asks, \"Which object falling from a tree would have more energy: an acorn falling from about 18 meters (m) or an apple falling from about 3 m?\" The hikers find this table about tree heights and fruit masses on a park information sheet. For comparison, they estimate each object would fall from about halfway up each type of tree. The hikers know Newton's second law of motion is $F_{\text{(net)}} = ma$ . They also discover that they can calculate potential energy (PE) of the fruit with the formula $PE = mgh$ , where $m$ = mass, $g$ = acceleration due to gravity, and $h$ = height above ground. The fruit's kinetic energy (KE) can be calculated with the formula $KE = \f\\frac{1}{2}mv^2$ , where $m$ = mass, and $v$ = velocity. For these calculations, the hikers ignore the possible effects of air resistance and assume that the objects drop straight to the ground with no initial velocity and with an acceleration due to gravity of $9.8\text{m/s}^2$ . The hikers decide to estimate the energy of a falling apple. They launch an apple straight up to the same height as a target in the trees that is 19.6 m above the starting point. They design the launch so that the potential energy and kinetic energy of the apple are zero at the start. They also want the apple to fall back to the same spot it was launched from. The hikers perform several launches. The table shows the average height and velocity of the data collected. Pin oak acorns can grow in clusters of two or three.", "table_context": null, "tables": "table_1:\nTable 1:\n| Tree Species | Object Height (m) | Object | Average Mass (kg) |\n| --- | --- | --- | --- |\n| white oak | 18 | acorn | 0.004 |\n| pin oak | 14 | acorn | 0.001 |\n| McIntosh apple | 3 | apple | 0.182 |\n\nTable 2:\n| Time (s) | Average Height (m) | Velocity (m/s) |\n| --- | --- | --- |\n| 0.0 | 0.0 | 19.6 |\n| 0.5 | 8.6 | 14.7 |\n| 1.0 | 14.7 | 9.8 |\n| 1.5 | 18.4 | 4.9 |\n| 2.0 | 19.6 | 0.0 |\n| 2.5 | 18.4 | -4.9 |\n| 3.0 | 14.7 | -9.8 |\n| 3.5 | 8.6 | -14.7 |\n| 4.0 | 0.0 | -19.6 |", "question": "Which statement best describes the force affecting a cluster of two acorns falling compared to a single acorn falling?", "options": {"A": "The force would be the same.", "B": "The force would be twice as great.", "C": "The force would be half as great.", "D": "The force would be four times as great."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 32, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows the distance, in miles, that an athlete will run each week for 6 weeks to prepare for a half marathon.\n\nDistance to Run Each Week\n\nThe equation $y = 3.25x + 8.5$ models the distance, $y$, in miles, that the athlete will run in week $x$.", "table_context": null, "tables": "table_1:\n| Week | Distance (miles) |\n| --- | --- |\n| 1 | 13 |\n| 2 | 15.5 |\n| 3 | 15.5 |\n| 4 | 22.5 |\n| 5 | 23 |\n| 6 | 30 |", "question": "For which weeks is the number of miles given by the equation **greater** than the actual number of miles the athlete will run?", "options": {"A": "week 1", "B": "week 2", "C": "week 3", "D": "week 4", "E": "week 5", "F": "week 6"}, "option_labels": ["A", "B", "C", "D", "E", "F"], "answer": ["B", "C", "D", "E", "F"], "split": "test", "num_answer_options": 5} | |
| {"id": 33, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A person deposited \\$10,000.00 into a bank account and made no other withdrawals or deposits. Each year, interest was added to the account. The table shows the account balance, $f(x)$, in dollars, $x$ years after the person deposited the money for selected values of $x$.\n\n", "table_context": null, "tables": "table_1:\n| Years after Deposit, x | Account Balance, f(x) |\n| --- | --- |\n| 0 | $10,000.00 |\n| 1 | $10,130.00 |\n| 2 | $10,261.69 |", "question": "Which function **best** represents this situation?", "options": {"A": "$f(x) = 10,000 - 130x$", "B": "$f(x) = 10,000 + 130x$", "C": "$f(x) = 10,000(0.987)^x$", "D": "$f(x) = 10,000(1.013)^x$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 34, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Trigonometry", "context": "Two common logarithmic functions are described.\n\nLogarithmic function Q is represented by the equation $Q(x) = \\log\\left(\\frac{x}{4}\\right)$.\n\nThe table shows values of logarithmic function R.", "table_context": null, "tables": "table_1:\n| x | y |\n| --- | --- |\n| 1 | 0 |\n| 10 | 1 |\n| 100 | 2 |", "question": "Which statement correctly compares the x-intercepts and function values for the two functions?", "options": {"A": "$Q(x)$ has the greater x-intercept, and $Q(x) > R(x)$ for all values of x.", "B": "$Q(x)$ has the greater x-intercept, and $Q(x) < R(x)$ for all values of x.", "C": "$R(x)$ has the greater x-intercept, and $Q(x) > R(x)$ for all values of x.", "D": "$R(x)$ has the greater x-intercept, and $Q(x) < R(x)$ for all values of x."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 35, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows the percent of U.S. households with computers for selected years between 1984 and 2003.", "table_context": null, "tables": "table_1:\n| Year | Percent |\n| --- | --- |\n| 1984 | 8.2 |\n| 1989 | 15.0 |\n| 1993 | 22.9 |\n| 1997 | 36.6 |\n| 2000 | 51.0 |\n| 2001 | 56.3 |\n| 2003 | 61.8 |", "question": "Which equation **best** models the data in the table, where $y$ is the percent of households with computers and $x$ is the number of years after 1980?", "options": {"A": "$y = 5.6(1.08)^x$", "B": "$y = 5.6(1.09)^x$", "C": "$y = 5.6(1.11)^x$", "D": "$y = 5.6(1.14)^x$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 36, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The function C approximates the number of calories recommended per day for a dog, based on the weight, in pounds, of the dog.The table gives values of $C$ for selected values of $p$, where $C(p)$ represents the recommended number of calories per day for a dog that weighs $p$ pounds.", "table_context": null, "tables": "table_1:\n| $p$ (pounds) | $C(p)$ |\n| --- | --- |\n| 11 | 250 |\n| 22 | 450 |\n| 33 | 750 |\n| 44 | 1000 |\n| 55 | 1250 |\n| 66 | 1500 |\n| 77 | 1700 |\n| 88 | 1880 |", "question": "Which of the equations shown **most** closely approximates $C$?", "options": {"A": "$C(p) = 18p + 22$", "B": "$C(p) = 22p + 18$", "C": "$C(p) = 40(1.06)^p$", "D": "$C(p) = 48(1.07)^p$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 37, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "In a laboratory, cell parts were separated using a centrifuge. The table shows four samples of cell parts that were isolated.\n\n<table><thead><tr><th>Sample</th><th>Isolated Cell Parts</th></tr></thead><tbody><tr><td>A</td><td>nuclei</td></tr><tr><td>B</td><td>mitochondria</td></tr><tr><td>C</td><td>cell membranes</td></tr><tr><td>D</td><td>ribosomes</td></tr></tbody></table>\n\nAfter the cell parts were isolated, RNA and amino acids were added to each sample. After some time, the samples were tested for proteins.\n\nWhich sample most likely contained newly made proteins?", "table_context": null, "tables": "table_1:\n| Sample | Isolated Cell Parts |\n| --- | --- |\n| A | nuclei |\n| B | mitochondria |\n| C | cell membranes |\n| D | ribosomes |", "question": "Which sample most likely contained newly made proteins?", "options": {"A": "sample A", "B": "sample B", "C": "sample C", "D": "sample D"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 38, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "Heritability estimates are used to describe the extent to which a trait is determined by genetics compared to other factors. Heritability estimates range from 0 (the trait is not due to genes) to 1 (the trait is only due to genes). The heritability estimates of some traits in female sheep are shown in the table.\n\n<table><thead><tr><th>Trait</th><th>Heritability Estimates</th></tr></thead><tbody><tr><td>adult body weight</td><td>0.40</td></tr><tr><td>birth weight</td><td>0.15</td></tr><tr><td>milk production</td><td>0.10</td></tr></tbody></table>\n\nIf a sheep farmer wanted to breed sheep for traits, the farmer would be **least** successful when selectively breeding for", "table_context": null, "tables": "table_1:\n| Trait | Heritability Estimates |\n| --- | --- |\n| adult body weight | 0.40 |\n| birth weight | 0.15 |\n| milk production | 0.10 |", "question": "If a sheep farmer wanted to breed sheep for traits, the farmer would be **least** successful when selectively breeding for", "options": {"A": "(A) birth weight and milk production.", "B": "(B) adult body weight and birth weight.", "C": "(C) milk production and adult body weight."}, "option_labels": ["A", "B", "C"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 39, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Human Physiology", "context": "Students learning about the respiratory system collected data on the gases inhaled and exhaled by a classmate. The table shows the data collected.", "table_context": null, "tables": "table_1:\n| Gas | Percent in Inhaled Air | Percent in Exhaled Air |\n| --- | --- | --- |\n| oxygen | 21 | 16 |\n| carbon dioxide | 0.04 | 4 |\n| nitrogen | 79 | 79 |", "question": "Which of the following best explains the data in the table?", "options": {"A": "The nose filters out nitrogen gas so only oxygen and carbon dioxide gases enter the lungs.", "B": "The walls of the trachea allow only carbon dioxide gas and nitrogen gas to move out of the body.", "C": "As air enters the larynx, it is warmed, causing some oxygen gas to be converted to carbon dioxide gas.", "D": "As air enters the alveoli, some oxygen moves into the blood and some carbon dioxide moves out of the blood."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 40, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Molecular Biology", "context": "Table 1 shows a section of DNA and the same section after four different single-base mutations. Table 2 shows mRNA codons that code for some amino acids.", "table_context": null, "tables": "table_1:\n| Original DNA Strand | TAC GCC AAC GTG |\n| --- | --- |\n| Mutation 1 | TAC GCC ATA CGT G |\n| Mutation 2 | TAC GCC ACG TG |\n| Mutation 3 | TAC GCC AAT GTG |\n| Mutation 4 | TAC GCC AAG GTG |\n\ntable_2:\n| mRNA Codon | Amino Acid |\n| --- | --- |\n| AAC | Asn |\n| AAG | Lys |\n| AUG | Met |\n| CAC | His |\n| CGG | Arg |\n| GCC | Ala |\n| UUA | Leu |\n| UUC | Phe |\n| UUG | Leu |", "question": "Which mutation would leave the phenotype of the organism unchanged?", "options": {"A": "mutation 1", "B": "mutation 2", "C": "mutation 3", "D": "mutation 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 41, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "In a laboratory, cell parts were separated using a centrifuge. The table shows four samples of cell parts that were isolated.", "table_context": null, "tables": "table_1:\n| Sample | Isolated Cell Parts |\n| --- | --- |\n| A | nuclei |\n| B | mitochondria |\n| C | cell membranes |\n| D | ribosomes |", "question": "After the cell parts were isolated, RNA and amino acids were added to each sample. After some time, the samples were tested for proteins. Which sample most likely contained newly made proteins?", "options": {"A": "sample A", "B": "sample B", "C": "sample C", "D": "sample D"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 42, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "A strawberry farmer makes the crosses described in the table.", "table_context": null, "tables": "table_1:\n| Cross | Parent 1 Phenotype | Parent 2 Phenotype | Offspring Phenotype |\n| --- | --- | --- | --- |\n| 1 | true breeding for yellow fruit | true breeding for yellow fruit | 100% yellow |\n| 2 | true breeding for yellow fruit | true breeding for red fruit | 100% red |\n| 3 | true breeding for red fruit | true breeding for red fruit | 100% red |", "question": "Which of the following would be expected to produce the most offspring with the heterozygous genotype?", "options": {"A": "crossing two offspring from cross 1", "B": "crossing two offspring from cross 3", "C": "crossing an offspring from cross 1 with an offspring from cross 2", "D": "crossing an offspring from cross 1 with an offspring from cross 3"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 43, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "Heritability estimates are used to describe the extent to which a trait is determined by genetics compared to other factors. Heritability estimates range from 0 (the trait is not due to genes) to 1 (the trait is only due to genes). The heritability estimates of some traits in female sheep are shown in the table.", "table_context": null, "tables": "table_1:\n| Trait | Heritability Estimates |\n| --- | --- |\n| adult body weight | 0.40 |\n| birth weight | 0.15 |\n| milk production | 0.10 |", "question": "If a sheep farmer wanted to breed sheep for traits, the farmer would be least successful when selectively breeding for", "options": {"A": "birth weight and milk production.", "B": "adult body weight and birth weight.", "C": "milk production and adult body weight.", "D": "none of the above"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 44, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A student is folding a piece of paper in half repeatedly. This table shows the number of layers of paper for each of the first 4 folds the student makes.", "table_context": null, "tables": "table_1:\n| Number of Folds, x | Number of Layers of Paper, y |\n| --- | --- |\n| 1 | 2 |\n| 2 | 4 |\n| 3 | 8 |\n| 4 | 16 |", "question": "Based on the pattern shown in the table, which of the following equations shows the relationship between $x$, the number of folds, and $y$, the number of layers of paper?", "options": {"A": "$y = 2x$", "B": "$y = \\frac{2}{x}$", "C": "$y = x^2$", "D": "$y = 2^x$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 45, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "This table shows a linear relationship between values of $x$ and $y$ .", "table_context": null, "tables": "table_1:\n| x | 1 | 2 | 3 | 4 | 5 |\n| --- | --- | --- | --- | --- | --- |\n| y | 5 | 3 | 1 | -1 | -3 |", "question": "Which of the following equations describes the relationship shown in the table?", "options": {"A": "$y = 5 - 2x$", "B": "$y = 5 + 2(x - 1)$", "C": "$y = 7 - 2x$", "D": "$y = 7 - 2(x - 1)$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 46, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "In a statewide survey, ninth-grade and tenth-grade students were asked about the number of glasses of water they drink per day. This table shows the results of the survey. All numbers in the table are in thousands.", "table_context": null, "tables": "table_1:\n| | 0-2 Glasses | 3-4 Glasses | 5 or More Glasses | Total |\n| --- | --- | --- | --- | --- |\n| Ninth-Grade Students (thousands) | 10 | 13 | 22 | 45 |\n| Tenth-Grade Students (thousands) | 9 | 11 | 17 | 37 |\n| Total | 19 | 24 | 39 | 82 |", "question": "Based on the table, what is the probability that a randomly selected student from the survey drinks 0 to 2 glasses of water per day?", "options": {"A": "$\\frac{10}{19}$", "B": "$\\frac{10}{82}$", "C": "$\\frac{19}{82}$", "D": "$\\frac{82}{19}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 47, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "In a statewide survey, ninth-grade and tenth-grade students were asked about the number of glasses of water they drink per day. This table shows the results of the survey. All numbers in the table are in thousands.\n\nWater Survey\n\n<table><tr><td></td><td>0-2<br>Glasses</td><td>3-4<br>Glasses</td><td>5 or More<br>Glasses</td><td>Total</td></tr><tr><td>Ninth-Grade Students<br>(thousands)</td><td>10</td><td>13</td><td>22</td><td>45</td></tr><tr><td>Tenth-Grade Students<br>(thousands)</td><td>9</td><td>11</td><td>17</td><td>37</td></tr><tr><td>Total</td><td>19</td><td>24</td><td>39</td><td>82</td></tr></table>", "table_context": null, "tables": "table_1:\n| | 0-2 Glasses | 3-4 Glasses | 5 or More Glasses | Total |\n| --- | --- | --- | --- | --- |\n| Ninth-Grade Students (thousands) | 10 | 13 | 22 | 45 |\n| Tenth-Grade Students (thousands) | 9 | 11 | 17 | 37 |\n| Total | 19 | 24 | 39 | 82 |", "question": "What is the probability that a tenth- grade student drinks 5 or more glasses of water per day?", "options": {"A": "$\\frac{17}{37}$", "B": "$\\frac{17}{39}$", "C": "$\\frac{17}{74}$", "D": "$\\frac{17}{82}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 48, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A student incorrectly solved an equation. The equation and the steps the student used to solve it are shown in this table.", "table_context": null, "tables": "table_1:\n| Equation | -2(3x + 1) = 3x - 20 |\n| --- | --- |\n| Step 1 | -6x - 2 = 3x - 20 |\n| Step 2 | -6x - 3x = -20 + 2 |\n| Step 3 | -9x = -18 |\n| Step 4 | x = -2 |", "question": "In which step in the table does the student's error first appear?", "options": {"A": "step 1", "B": "step 2", "C": "step 3", "D": "step 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 49, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "A research company conducted a survey that asked people at a local mall what their age was and whether they generally sleep later on Saturdays or on Sundays. The results of the survey are shown in this table.", "table_context": null, "tables": "table_1:\n| | Saturdays | Sundays | Total |\n| --- | --- | --- | --- |\n| Ages 20-34 | 58 | 62 | 120 |\n| Ages 35-50 | 27 | 93 | 120 |\n| Total | 85 | 155 | 240 |", "question": "Based on the table, what fraction of the people surveyed who are ages 35- 50 sleep later on Sundays?", "options": {"A": "62", "B": "$\\frac{62}{120}$", "C": "$\\frac{93}{120}$", "D": "$\\frac{93}{155}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 50, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "This table shows the number of desks of different colors and sizes in an office building.", "table_context": null, "tables": "table_1:\n# Desks\n\n| | Brown | Gray | Total |\n|-------|-------|------|-------|\n| Large | 30 | 50 | 80 |\n| Small | 10 | 30 | 40 |\n| Total | 40 | 80 | 120 |", "question": "Based on the table, what is the probability that a randomly chosen desk in the building is brown?", "options": {"A": "$\\frac{1}{12}$", "B": "$\\frac{1}{4}$", "C": "$\\frac{1}{3}$", "D": "$\\frac{1}{2}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 51, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": "This table shows some values of function $f(x)$", "table_context": null, "tables": "table_1:\n| x | 0 | 3 | 5 |\n| --- | --- | --- | --- |\n| f(x) | 13 | 104 | 416 |", "question": "Which of the following best describes $f(x)$ ?", "options": {"A": "a linear decay function", "B": "a linear growth function", "C": "an exponential decay function", "D": "an exponential growth function"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 56, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "Energy", "context": "The table shows the net force that acted on an object and the distance it moved during each of four time intervals.", "table_context": null, "tables": "table_1:\n| Time Interval | Net Force (N) | Distance Moved (m) |\n| --- | --- | --- |\n| 1 | 10 | 4 |\n| 2 | 7 | 2 |\n| 3 | 5 | 6 |\n| 4 | 12 | 2 |", "question": "During which time interval was the most work performed on the object?", "options": {"A": "time interval 1", "B": "time interval 2", "C": "time interval 3", "D": "time interval 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 57, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "motion_forces_interactions", "context": "A student studied the momentum and velocity of two objects, X and Y.", "table_context": null, "tables": "table_1:\n| Object | Mass of Object (kg) | Net Force on Object (N) | Time Net Force Is Applied (s) |\n| --- | --- | --- | --- |\n| X | 10 | 15 | 2 |\n| Y | 6 | 8 | 3 |", "question": "The change in momentum of object X was", "options": {"A": "greater than the change in momentum of object Y.", "B": "equal to the change in momentum of object Y.", "C": "less than the change in momentum of object Y."}, "option_labels": ["A", "B", "C"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 58, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "motion_forces_interactions", "context": "A student studied the momentum and velocity of two objects, X and Y.", "table_context": null, "tables": "table_1:\n| Object | Mass of Object (kg) | Net Force on Object (N) | Time Net Force Is Applied (s) |\n| --- | --- | --- | --- |\n| X | 10 | 15 | 2 |\n| Y | 6 | 8 | 3 |", "question": "The change in velocity of object X was", "options": {"A": "greater than the change in velocity of object Y.", "B": "equal to the change in velocity of object Y.", "C": "less than the change in velocity of object Y."}, "option_labels": ["A", "B", "C"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 59, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "motion_forces_interactions", "context": "The mass, velocity, and kinetic energy for three types of vehicles are shown in the table.", "table_context": null, "tables": "table_1:\n| Type of Vehicle | Mass (kg) | Velocity (m/s) | Kinetic Energy (kJ) |\n| --- | --- | --- | --- |\n| truck | 1900 | 16 | 243.2 |\n| car | 1200 | 24 | 345.6 |\n| van | 1500 | 21 | 330.8 |", "question": "Which of the following best describes the momentum of two of the vehicles?", "options": {"A": "The car has the least momentum, and the van has the greatest momentum.", "B": "The car has the least momentum, and the truck has the greatest momentum.", "C": "The truck has the least momentum, and the car has the greatest momentum.", "D": "The van has the least momentum, and the truck has the greatest momentum."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 60, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "Energy", "context": "Four students took turns pushing a box. The table shows the forces they exerted on the box, the distances they pushed it, and the amount of time they pushed it.", "table_context": null, "tables": "table_1:\n| Student | Force (N) | Distance (m) | Time (s) |\n| --- | --- | --- | --- |\n| W | 10 | 4 | 5 |\n| X | 5 | 8 | 8 |\n| Y | 5 | 12 | 10 |\n| Z | 1 | 14 | 8 |", "question": "Which two students did the same amount of work?", "options": {"A": "students W and X", "B": "students X and Y", "C": "students Y and Z", "D": "students Z and W"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 61, "assessment_program": "michiganmstep", "assessment_stage": "standalone", "subject": "earth_science", "domain": "Geosphere", "context": "Scientists think that Earth's early atmosphere was different from Earth's current atmosphere due to a large amount of volcanic activity. Scientists analyze oxygen (O₂), carbon dioxide (CO₂), and water (H₂O) from recent volcanic activity to make inferences about the presence of these gases in Earth's early atmosphere. Scientists estimate that the first land plants developed on Earth about 450 million years ago and changed Earth's atmosphere drastically.", "table_context": null, "tables": "table_1:\n| Gases | Recent Volcanic Activity used to estimate Earth's early atmosphere | Current Atmosphere |\n| --- | --- | --- |\n| O2 | 0.0% | 21.0% |\n| CO2 | 2.0% | Trace amounts |\n| H2O | 96.0% | Trace amounts |\n| Other gases | 2.0% | 79.0% |", "question": "Complete the statements to describe the role of plants in changing Earth's atmosphere.", "options": {"A": "water", "B": "oxygen", "C": "carbon dioxide"}, "option_labels": ["A", "B", "C"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 62, "assessment_program": "michiganmstep", "assessment_stage": "standalone", "subject": "earth_science", "domain": "Earth Systems", "context": "Scientists think that Earth's early atmosphere was different from Earth's current atmosphere due to a large amount of volcanic activity. Scientists analyze oxygen (O₂), carbon dioxide (CO₂), and water (H₂O) from recent volcanic activity to make inferences about the presence of these gases in Earth's early atmosphere. Scientists estimate that the first land plants developed on Earth about 450 million years ago and changed Earth's atmosphere drastically.", "table_context": null, "tables": "table_1:\n| Gases | Recent Volcanic Activity used to estimate Earth's early atmosphere | Current Atmosphere |\n| --- | --- | --- |\n| O2 | 0.0% | 21.0% |\n| CO2 | 2.0% | Trace amounts |\n| H2O | 96.0% | Trace amounts |\n| Other gases | 2.0% | 79.0% |", "question": "This is because of the process of", "options": {"A": "photosynthesis", "B": "cellular respiration"}, "option_labels": ["A", "B"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 63, "assessment_program": "missouri_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table shows the distances that schools will travel to attend a field trip to the state capitol. School 7 has to travel 15 miles. If this outlier is added to the data, which is a true statement about how it changes the data in the table? Select all statements that apply.", "table_context": null, "tables": "table_1:\n| School | Distance Traveled (miles) |\n| --- | --- |\n| School 1 | 425 |\n| School 2 | 150 |\n| School 3 | 400 |\n| School 4 | 380 |\n| School 5 | 200 |\n| School 6 | 380 |", "question": "Select all statements that apply.", "options": {"A": "The data is less spread.", "B": "The data is more spread.", "C": "Both the median and the mean change.", "D": "There is no change in the median and mean.", "E": "There is no change in the spread of the data.", "F": "The median stays the same, and the mean changes.", "G": "The median changes, and the mean stays the same."}, "option_labels": ["A", "B", "C", "D", "E", "F", "G"], "answer": ["B", "F"], "split": "test", "num_answer_options": 2} | |
| {"id": 64, "assessment_program": "missouri_eoc", "assessment_stage": "standalone", "subject": "history", "domain": "us history", "context": "Read the information.\n\nNew Deal Programs\nCivilian Conservation Corps (CCC)\nCivil Works Administration (CWA)\nFederal Housing Administration (FHA)\nSocial Security Act (SSA)\nWorks Progress Administration (WPA)", "table_context": null, "tables": "table_1:\nmarkdown:\n| | |\n| --- | --- |\n| | |", "question": "Based on the information, explain three examples of how New Deal Programs changed the role of government in people's lives. Use the information to support the answer.", "options": {"A": "The CCC used government authority and funds to create jobs for people during the Depression. Before, job creation was considered as part of the private sector.", "B": "The CWA was created by the government to provide the unemployed manual labor jobs through work in construction, public works, etc. As with the CCC, this was previously done by the private sector.", "C": "Through the FHA, the government took a larger role in helping homeowners / renters through improved laws for lenders, housing conditions, etc.", "D": "The SSA was a government program that provided income to seniors and the disabled to help them from ending up in poverty."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 65, "assessment_program": "missouri_eoc", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "The table shows the amount of energy stored in each molecule in the photosynthesis reaction. Use the data to answer the question.\n\n$$6\\mathrm{CO}_{2} + 6\\mathrm{H}_{2}\\mathrm{O}\\rightarrow 6\\mathrm{O}_{2} + \\mathrm{C}_{6}\\mathrm{H}_{12}\\mathrm{O}_{6}$$\n\n# Molecular Energy in Photosynthesis", "table_context": null, "tables": "table_1:\n| Name of Molecule | Chemical Formula | Amount of Energy per Molecule (in kJ per mole) |\n| --- | --- | --- |\n| Carbon dioxide | CO2 | 799 |\n| Water | H2O | 467 |\n| Oxygen | O2 | 495 |\n| Glucose | C6H12O6 | 9,467 |", "question": "Which statement correctly describes the flow of energy in photosynthesis?", "options": {"A": "Photosynthesis releases energy when the reactants rearrange and form the bonds in the products.", "B": "Photosynthesis releases energy when carbon dioxide and water combine to form glucose molecules.", "C": "Photosynthesis stores energy because more energy is stored in glucose than it is in carbon dioxide or water.", "D": "Photosynthesis stores energy because energy is released when glucose is formed from carbon dioxide and water."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 67, "assessment_program": "missouri_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Geometry", "context": "Britney found an irregularly shaped metal object on the beach that has a mass of 232.5 grams. To determine the volume, she partially filled a cylindrical water bottle and dropped the object in. The water level in the bottle rose by 1.2 cm. The bottle has a diameter of 5 cm. Calculate the density of the metal to determine what type of metal Britney found. Densities, measured in grams per cubic centimeter, $\\frac{g}{\\mathrm{cm}^3}$ , for some common metals are listed.\n\nCopper: $8.86\\frac{g}{\\mathrm{cm}^3}$ \n\nBronze: $9.87\\frac{g}{\\mathrm{cm}^3}$ \n\nSilver: $10.5\\frac{g}{\\mathrm{cm}^3}$ \n\nGold: $19.3\\frac{g}{\\mathrm{cm}^3}$ \n\nSelect the word that correctly completes the sentence.\n\nBased on the density of the metal, it is most likely that the metal Britney found is\n\n<table><tr><td>○ copper</td></tr><tr><td>○ bronze</td></tr><tr><td>○ silver</td></tr><tr><td>○ gold</td></tr></table>\n\n", "table_context": null, "tables": "table_1:\n| ○ copper |\n| --- |\n| ○ bronze |\n| ○ silver |\n| ○ gold |", "question": "Based on the density of the metal, it is most likely that the metal Britney found is", "options": {"A": "copper", "B": "bronze", "C": "silver", "D": "gold"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 68, "assessment_program": "missouri_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": null, "table_context": null, "tables": "table_1:\n| | Social Media A | Social Media B | Total |\n| --- | --- | --- | --- |\n| Freshmen | 5 | 3 | 8 |\n| Sophomore | 7 | 10 | 17 |\n| Total | 12 | 13 | 25 |", "question": "Which statement best reflects the data?", "options": {"A": "Both grades have the same social media preference.", "B": "Both grades are about evenly split in their social media preference.", "C": "Sophomores are more than three times as likely to prefer Social Media B than Social Media A.", "D": "Sophomores tend to prefer Social Media B more while freshmen generally prefer Social Media A."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 69, "assessment_program": "new_york_regents", "assessment_stage": "standalone", "subject": "biology", "domain": "Evolution and Biodiversity", "context": null, "table_context": null, "tables": "table_1:\n| Mammal | When Appeared After K-T Extinction (years) | Body Mass (Kg) | Feeding Niche | Comparative Size |\n| --- | --- | --- | --- | --- |\n| L | 300,000 | 4-6 | Ate only insects, and had small, sharp teeth | Raccoon size |\n| M | 450,000 | 50 | Herbivore, with canine teeth | Chimpanzee size |\n| N | 680,000 | 44-77 | Omnivore, with canine teeth and massive jaws | Wolf size |\n| O | 720,000 | 34-56 | Herbivore, with 2-3 rows of molar teeth | Sheep size |", "question": "Which statement provides evidence that changes in an environment may cause changes in mammal species?", "options": {"A": "Mammals got larger in body size as plant diversity decreased.", "B": "As the type of plants changed, the tooth and jaw structure of mammals changed.", "C": "Where the animals lived changed as the number of plant species increased.", "D": "The mammals listed in the chart were adapted to feeding on the same species of plants."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 70, "assessment_program": "new_york_regents", "assessment_stage": "standalone", "subject": "chemistry", "domain": "acids_bases", "context": "Optimal blueberry growth occurs within a soil pH of 4.5 to 5.0. A blueberry farmer had the soil from a field tested. The results indicated that the soil had a hydronium ion concentration of $1.0\\times 10^{-8}$ M. Figure 1 shows indicators that could be used to test soil pH.\n\nOne way farmers can optimize the soil for blueberry growth is by adding elemental sulfur. Equation 1 shows the process when bacteria in the soil oxidizes the sulfur.\n\n**Equation 1:** $2S(s) + 3O_2(g) + 6H_2O(\\ell) \\rightarrow 4H_3O^+(aq) + 2SO_4^{2-}(aq)$\n\n", "table_context": null, "tables": "| Indicator | pH Range for Color Change | Color Change |\n| --- | --- | --- |\n| alizarine yellow | 10.2 – 12.0 | yellow to red |\n| bromcresol purple | 5.2 – 6.8 | yellow to purple |\n| bromphenol blue | 3.0 – 4.6 | yellow to purple |\n| congo red | 3.0 – 5.0 | blue-violet to red |\n| methyl red | 4.4 – 6.2 | red to yellow |", "question": "Which two indicators, when used independently, would provide results that, together, are suitable for evaluating soil pH to ensure optimal blueberry growth?", "options": {"A": "alizarine yellow and bromcresol purple", "B": "bromcresol purple and bromphenol blue", "C": "bromphenol blue and congo red", "D": "methyl red and alizarine yellow"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 72, "assessment_program": "new_york_regents", "assessment_stage": "standalone", "subject": "chemistry", "domain": "bonding_structure", "context": "New York State is the first state to institute a ban on stoves and furnaces that are powered by methane gas ( $\\text{CH}_4$ ) in new residential construction. Methane is a greenhouse gas that contributes to climate change.\n\nLeaks from gas stoves and pipelines can be significant. Studies suggest that the warming potential from gas stoves is equivalent to the carbon emissions from 500,000 cars annually. Escaping gas from pipelines can release 6.5 million tons of methane a year. Repairing or replacing pipelines can cost millions of dollars.", "table_context": null, "tables": "table_1:\n| | Gas | Number of Bonds | Type of Bond |\n| --- | --- | --- | --- |\n| (1) | \\text{SiH}_4 | 4 | polar covalent, single |\n| (2) | \\text{CO}_2 | 4 | nonpolar covalent, double |\n| (3) | \\text{SF}_6 | 6 | polar covalent, single |\n| (4) | \\text{N}_2\\text{H}_4 | 6 | nonpolar covalent, double |", "question": "Which gas has similar properties to the fuel being banned in new residential stoves and furnaces?", "options": {"A": "$\\text{SiH}_4$", "B": "$\\text{CO}_2$", "C": "$\\text{SF}_6$", "D": "$\\text{N}_2\\text{H}_4$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 73, "assessment_program": "new_york_regents", "assessment_stage": "standalone", "subject": "physics", "domain": "mechanics", "context": "Based on your analysis of the data in Table 1", "table_context": null, "tables": "table_1:\n| Mass of Michael Powell | 79.4 kg |\n| --- | --- |\n| Time on runway | 6.36 s |\n| Horizontal speed at end of runway | 11.8 m/s |\n| Time in air | 0.7585 s |\n| Initial vertical velocity component of jump | 3.7 m/s |\n| Initial horizontal velocity component of jump | 11.8 m/s |", "question": "What is Michael Powell's resulting world record long jump horizontal distance?", "options": {"A": "4.48 m", "B": "7.10 m", "C": "8.95 m", "D": "15.6 m"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 78, "assessment_program": "north_carolina_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "A statistician collected the following data to explore the relationship between two variables, $x$ and $y$. The statistician performed a linear regression and also plotted the residuals.- Based on the residual plot, the statistician decided to exclude one data point.- The statistician then performed linear regression on the set of remaining data points.- The result was that the new linear model fit the remaining data more closely than the original model fit the original data.", "table_context": null, "tables": "table_1:\n| x | y |\n| --- | --- |\n| 2.3 | 11.0 |\n| 4.2 | 16.5 |\n| 5.1 | 19.2 |\n| 6.4 | 23.1 |\n| 8.2 | 24.3 |\n| 8.5 | 29.5 |", "question": "Which data point did the statistician exclude?", "options": {"A": "(2.3, 11.0)", "B": "(4.2, 16.5)", "C": "(6.4, 23.1)", "D": "(8.2, 24.3)"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 79, "assessment_program": "north_carolina_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table below shows the U.S. average life expectancy at birth, in years, in various decades.", "table_context": null, "tables": "table_1:\n| Years since 1930 | Life Expectancy at Birth |\n| --- | --- |\n| 10 | 62.9 |\n| 20 | 68.2 |\n| 30 | 69.7 |\n| 40 | 70.8 |\n| 50 | 73.7 |\n| 60 | 75.4 |\n| 70 | 77.0 |\n| 80 | 78.7 |", "question": "What is the meaning of the slope of the linear best-fit equation for the data?", "options": {"A": "The predicted average life expectancy at birth in 1930 was about 62.7 years.", "B": "The predicted average life expectancy at birth in 1930 was about 57.6 years.", "C": "The average life expectancy at birth increases by about 6.7 each year.", "D": "The average life expectancy at birth increases by about 0.2 each year."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 80, "assessment_program": "north_carolina_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table below shows the number of hours 7 students studied for a math test and the grade each student earned on the test.", "table_context": null, "tables": "table_1:\n| Student | Hours Studied (x) | Test Grade (y) |\n| --- | --- | --- |\n| Mary | 2.00 | 84 |\n| Jonathan | 1.75 | 86 |\n| Susan | 2.00 | 88 |\n| Terry | 3.00 | 94 |\n| Patrick | 3.50 | 95 |\n| Amanda | 3.50 | 93 |\n| Darius | 2.25 | 89 |", "question": "How does Amanda's test score compare to the score predicted using the linear best-fit model of data for a student who studied 3.50 hours?", "options": {"A": "Amanda scored about 5 points lower than the score predicted for a student who studied 3.50 hours.", "B": "Amanda scored about 5 points higher than the score predicted for a student who studied 3.50 hours.", "C": "Amanda scored about 2 points lower than the score predicted for a student who studied 3.50 hours.", "D": "Amanda scored about 2 points higher than the score predicted for a student who studied 3.50 hours."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 81, "assessment_program": "north_carolina_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table below shows the weights of 8 different bears at a zoo.", "table_context": null, "tables": "table_1:\n| Type of Bear | Weight (pounds) |\n| --- | --- |\n| Asiatic Black Bear | 225 |\n| Black Bear | 300 |\n| Brown Bear | 550 |\n| Panda Bear | 200 |\n| Polar Bear | 1,000 |\n| Sloth Bear | 300 |\n| Spectacled Bear | 280 |\n| Sun Bear | 100 |", "question": "If the weight of the polar bear is removed, which statement is true?", "options": {"A": "The mean decreases more than the median because the polar bear is a high outlier.", "B": "The mean decreases less than the median because the polar bear is a high outlier.", "C": "The mean decreases more than the median because the high value balances the low value.", "D": "The mean decreases less than the median because the high value balances the low value."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 82, "assessment_program": "north_carolina_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": null, "table_context": null, "tables": "table_1:\n| x | g(x) |\n| --- | --- |\n| -5 | 15 |\n| -2 | 3 |\n| 2 | -13 |\n| 5 | -25 |", "question": "What is the distance between the y-intercept of the function $f(x) = 2x^{2} - 6x + 3$ and the y-intercept of the linear function $g$ represented by the table below?", "options": {"A": "2 units", "B": "3 units", "C": "8 units", "D": "9 units"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 83, "assessment_program": "north_carolina_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table below displays the walking heart rate and running heart rate of eight girls in beats per minute (bpm).", "table_context": null, "tables": "table_1:\n| Walking Heart Rate | Running Heart Rate |\n| --- | --- |\n| 66 | 128 |\n| 72 | 136 |\n| 74 | 134 |\n| 78 | 138 |\n| 80 | 142 |\n| 84 | 146 |\n| 86 | 148 |\n| 88 | 152 |", "question": "Using the linear best-fit model for the data, what is the predicted running heart rate of a girl whose walking heart rate is 100 bpm?", "options": {"A": "161 bpm", "B": "163 bpm", "C": "165 bpm", "D": "167 bpm"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 84, "assessment_program": "north_carolina_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": "The table below shows the hours, $x$, spent working on a new road and the distance, $y$, of finished road.", "table_context": null, "tables": "table_1:\n| Time (hours) | Distance (miles) |\n| --- | --- |\n| 50 | 1.5 |\n| 200 | 6 |\n| 350 | 10.5 |\n| 400 | 12 |\n| 650 | 19.5 |", "question": "What is the slope of the line that fits these data?", "options": {"A": "3 400", "B": "3 100", "C": "3 25", "D": "3"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 85, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": "The table below shows values of $y$ as a function of $x$.", "table_context": null, "tables": "table_1:\n| $x$ | $y$ |\n| --- | --- |\n| 2 | 10 |\n| 6 | 25 |\n| 14 | 55 |\n| 26 | 100 |\n| 34 | 130 |", "question": "Which linear equation best describes the relationship between $x$ and $y$?", "options": {"A": "$y = 2.5x + 5$", "B": "$y = 3.75x + 2.5$", "C": "$y = 4x + 1$", "D": "$y = 5x$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 86, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": "Aki wants to buy a music player that costs \\$234 using only the money he earned from mowing lawns. The table below shows the amount of money Aki earned as a function of the number of lawns he mowed.", "table_context": null, "tables": "table_1:\n| Number of Lawns Mowed | Amount Earned ($) |\n| --- | --- |\n| 3 | 24 |\n| 6 | 48 |\n| 8 | 64 |\n| 11 | 88 |", "question": "Based on the function shown in the table, what is the **least** number of lawns Aki will have to mow to buy the music player?", "options": {"A": "22", "B": "29", "C": "30", "D": "31"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 87, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": "The table below represents a function of $x$ .", "table_context": null, "tables": "table_1:\n| x | y |\n| --- | --- |\n| -1 | -13 |\n| 2 | -1 |\n| 5 | 11 |\n| 7 | 19 |", "question": "Which equation describes the function?", "options": {"A": "$y = x - 12$", "B": "$y = 2x + 5$", "C": "$y = 4x - 9$", "D": "$y = -4x + 13$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 88, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": null, "table_context": null, "tables": "table_1:\n| Distance Driven (miles) | Amount of Fuel Remaining (gallons) |\n| --- | --- |\n| 60 | 15 |\n| 160 | 10 |\n| 200 | 8 |", "question": "Laura drove her car on three trips. She began each trip with a full tank of fuel in her car. The table below shows the relation between the distance driven on each trip and the amount of fuel remaining in the car's fuel tank at the end of the trip.\n\nLaura's Trips\n\nWhat is the range of the relation in the table?", "options": {"A": " {8, 10, 15}", "B": " {60, 160, 200}", "C": " {all whole numbers from 8 through 15}", "D": " {all whole numbers from 60 through 200}"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 93, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Each week, Erica measures the height of a plant she is growing. The table below shows her measurements.", "table_context": null, "tables": "table_1:\n| Week | Height (cm) |\n| --- | --- |\n| 1 | 3 |\n| 2 | 4 |\n| 3 | 5 |\n| 4 | 7 |\n| 5 | 10 |\n| 6 | 11 |", "question": "What does the domain of this relation represent?", "options": {"A": "the heights, in centimeters, of the plant", "B": "the rate at which the plant grew between measurements", "C": "the numbers of the weeks during which Erica recorded the heights of the plant", "D": "the height, in centimeters, of the plant 1 week before Erica made her first measurement"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 95, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The tables below show the numbers of pounds of potatoes that are needed to make French fries for different numbers of people and the costs, in dollars, for different numbers of pounds of potatoes.", "table_context": null, "tables": "table_1:\n| Number of People | Pounds of Potatoes |\n| --- | --- |\n| 16 | 12 |\n| 36 | 27 |\n\ntable_2:\n| Pounds of Potatoes | Total Cost |\n| --- | --- |\n| 10 | $8 |\n| 25 | $20 |", "question": "Based on the tables, how much will it cost to buy enough potatoes to make French fries for 200 people?", "options": {"A": "$120", "B": "$150", "C": "$160", "D": "$213"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 96, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Ecology", "context": "B.3.3.1\nUse the table below to answer question 8.\nStudents' Observations of a Pond Ecosystem\n", "table_context": null, "tables": "table_1:\n| Quantitative | Qualitative |\n| --- | --- |\n| 37 fish and 3 frogs | Leaves lie on the bottom of the pond. |\n| 2 types of aquatic grass | Water insects move along the water's surface. |\n| 12 small rocks and 1 medium rock | All 3 frogs are sitting on a pond bank. |\n| sand | |", "question": "A group of students measured a ten-square-meter section of a pond ecosystem and recorded observations. Which statement is a testable hypothesis?", "options": {"A": "The frogs living in the pond represent a population.", "B": "Water is an abiotic component in the pond ecosystem.", "C": "If the fish are given more food, then they will be happier.", "D": "If the frogs are startled, then they will jump into the water."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 97, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Biochemistry", "context": "Use the table below to answer question ", "table_context": null, "tables": "table_1:\n| Student | Organic Compounds | Description |\n| --- | --- | --- |\n| 1 | carbohydrates | complex compounds made of purines and pyrimidines that function as data-storage molecules |\n| 2 | lipids | use the relatively high energy contained in carbon-hydrogen bonds to perform their primary function |\n| 3 | proteins | chains of amino acids that can function as enzymes, hormones, or antibodies |\n| 4 | nucleic acids | compounds, produced by photosynthetic plants, that contain only carbon, hydrogen, and oxygen |", "question": "Which two students correctly described organic compounds?", "options": {"A": "students 1 and 2", "B": "students 2 and 3", "C": "students 3 and 4", "D": "students 2 and 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 98, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Biochemistry", "context": "Use the chart below to answer the question.", "table_context": null, "tables": "table_1:\n| Molecule | Structure | Cellular Use |\n| --- | --- | --- |\n| 1 | a molecule made mostly of carbon with two nonpolar chains and a polar head | is a component of plasma membranes |\n| 2 | a polar molecule made of repeating units of sugar bonded to a phosphate and a nitrogenous base | stores genetic information |", "question": "Which biological molecules are most likely represented by molecules 1 and 2?", "options": {"A": "molecule 1: lipid\nmolecule 2: nucleic acid", "B": "molecule 1: lipid\nmolecule 2: protein", "C": "molecule 1: carbohydrate\nmolecule 2: nucleic acid", "D": "molecule 1: carbohydrate\nmolecule 2: protein"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 99, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Biochemistry", "context": "Use the chart below to answer the question.", "table_context": null, "tables": "table_1:\n| Student | Photosynthesis | Cellular Respiration |\n| --- | --- | --- |\n| 1 | mechanical to thermal | solar to thermal |\n| 2 | solar to mechanical | chemical to mechanical |\n| 3 | thermal to solar | chemical to solar |\n| 4 | solar to chemical | chemical to chemical |", "question": "Four students classified the main energy conversions that occur during photosynthesis and cellular respiration. Which student best classified the energy conversions that occur in the two processes?", "options": {"A": "student 1", "B": "student 2", "C": "student 3", "D": "student 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 100, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "Use the chart below to answer the question.", "table_context": null, "tables": "table_1:\n| Student | Outcome of Meiosis | Outcome of Mitosis |\n| --- | --- | --- |\n| 1 | two haploid cells | two diploid cells |\n| 2 | two diploid cells | four haploid cells |\n| 3 | four haploid cells | two diploid cells |\n| 4 | four diploid cells | four haploid cells |", "question": "Which student correctly compared the outcomes of meiosis and mitosis?", "options": {"A": "student 1", "B": "student 2", "C": "student 3", "D": "student 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 101, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Molecular Biology", "context": "Use the information below to answer the question.", "table_context": null, "tables": "table_1:\n| | | Second Base in Codon | | | | Third Base in Codon |\n| --- | --- | --- | --- | --- | --- | --- |\n| | | U | C | A | G | |\n| First Base in Codon | U | Phe Phe Leu Leu | Ser Ser Ser Ser | Tyr Tyr stop stop | Cys Cys stop Trp | U C A G |\n| | C | Leu Leu Leu Leu | Pro Pro Pro Pro | His His Gln Gln | Arg Arg Arg Arg | U C A G |\n| | A | Ile Ile Ile Met | Thr Thr Thr Thr | Asn Asn Lys Lys | Ser Ser Arg Arg | U C A G |\n| | G | Val Val Val Val | Ala Ala Ala Ala | Asp Asp Glu Glu | Gly Gly Gly Gly | U C A G |\n| | | | | | | |\n| | | | | | | |\n| | | | | | | |\n| | | | | | | |", "question": "Which mutation would most likely affect the organism's phenotype?", "options": {"A": "AUG-GCC-UGU", "B": "AUG-GCG-UGU", "C": "AUG-GCU-UGA", "D": "AUG-GCU-UGC"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 102, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Biochemistry", "context": "Use the chart below to answer the question.", "table_context": null, "tables": "table_1:\n| Molecule | Structure | Cellular Use |\n| --- | --- | --- |\n| 1 | a molecule made mostly of carbon with two nonpolar chains and a polar head | is a component of plasma membranes |\n| 2 | a polar molecule made of repeating units of sugar bonded to a phosphate and a nitrogenous base | stores genetic information |", "question": "Which biological molecules are most likely represented by molecules 1 and 2?", "options": {"A": "molecule 1: lipid\nmolecule 2: nucleic acid", "B": "molecule 1: lipid\nmolecule 2: protein", "C": "molecule 1: carbohydrate\nmolecule 2: nucleic acid", "D": "molecule 1: carbohydrate\nmolecule 2: protein"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 103, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "Use the lists below to answer the question.", "table_context": null, "tables": "table_1:\n| Cell Structures in Organism 1 | Cell Structures in Organism 2 |\n| --- | --- |\n| • cell wall | • cell membrane |\n| • mitochondria | • mitochondria |\n| • endoplasmic reticulum | • endoplasmic reticulum |\n| • Golgi body | • Golgi body |\n| • chloroplasts | • nucleus |\n| • nucleus | • ribosomes |\n| • vacuole | |\n| • ribosomes | |", "question": "A student made lists of structures observed in cells from two different organisms. Which statement describes the most likely difference in the way that organism 1 and organism 2 obtain energy?", "options": {"A": "Only organism 1 uses solar energy to make energy-rich compounds.", "B": "Only organism 1 stores solar energy until it is needed for its life processes.", "C": "Only organism 2 produces molecules for long-term energy storage.", "D": "Only organism 2 transforms food energy into ATP during cellular respiration."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 104, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Biochemistry", "context": "The chart shows some properties of the element carbon.", "table_context": null, "tables": "table_1:\n| Property | Value |\n| --- | --- |\n| number of neutrons | 6 |\n| number of protons | 6 |\n| number of electrons | 6 |\n| atomic masses of stable isotopes | 12, 13 |", "question": "Which property is most responsible for carbon's ability to form complex biological macromolecules?", "options": {"A": "number of neutrons", "B": "number of protons", "C": "number of electrons", "D": "atomic masses of stable isotopes"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 105, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "Thermophilic Bacteria of Yellowstone National Park\n\nYellowstone National Park has over 10,000 hydrothermal features, such as hot springs and geysers. Volcanic activity below Yellowstone provides the heat for these features. The hydrothermal features of Yellowstone include environments of extremes: high temperatures, high and low pHs, and high sulfur content.\n\nMicroorganisms in Yellowstone's hot springs were first discovered in 1966. These microorganisms are called thermophiles. The presence of thermophiles in Yellowstone's hydrothermal features can be observed by the features' bright colors and strong odors.\n\nAlmost all hot springs and geysers in Yellowstone host bacteria. Cyanobacteria exist in some of Yellowstone's hot springs. Cyanobacteria were the first photosynthesizers, more than 3 billion years ago, providing oxygen to Earth's early atmosphere. Other bacteria chemosynthesize, changing hydrogen or sulfur into forms other thermophiles can use. One product of chemosynthesis is a gas that smells like rotten eggs.\n\nThe table below shows some characteristics of three types of bacteria living in Yellowstone's hydrothermal features.", "table_context": null, "tables": "table_1:\n| Type of Bacterium | Ideal pH Range | Ideal Temperature Range | Metabolism |\n| --- | --- | --- | --- |\n| Hydrogenobaculum | 3 to 5.5 | \\(55^\\circ C\\)to \\(72^\\circ C\\) \\((131^\\circ F\\)to \\(162^\\circ F)\\) | chemosynthesis using hydrogen, hydrogen sulfide, and carbon dioxide as energy sources; can use arsenic in place of hydrogen sulfide |\n| Phormidium | 6 to 8 | \\(35^\\circ C\\)to \\(57^\\circ C\\) \\((95^\\circ F\\)to \\(135^\\circ F)\\) | photosynthesis |\n| Synechococcus | 7 to 9 | \\(52^\\circ C\\)to \\(74^\\circ C\\) \\((126^\\circ F\\)to \\(165^\\circ F)\\) | photosynthesis by day; fermentation by night |", "question": "According to the theory of endosymbiosis, free-living cyanobacteria moved into some eukaryote cells millions of years ago and evolved into the chloroplasts of plant cells. Which statement correctly compares a cyanobacterium and a chloroplast?", "options": {"A": "Both have a cell wall.", "B": "Both contain a nucleus.", "C": "Both perform photosynthesis.", "D": "Both are single-celled organisms."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 106, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Biochemistry", "context": "Thermophilic Bacteria of Yellowstone National Park\n\nYellowstone National Park has over 10,000 hydrothermal features, such as hot springs and geysers. Volcanic activity below Yellowstone provides the heat for these features. The hydrothermal features of Yellowstone include environments of extremes: high temperatures, high and low pHs, and high sulfur content.\n\nMicroorganisms in Yellowstone's hot springs were first discovered in 1966. These microorganisms are called thermophiles. The presence of thermophiles in Yellowstone's hydrothermal features can be observed by the features' bright colors and strong odors.\n\nAlmost all hot springs and geysers in Yellowstone host bacteria. Cyanobacteria exist in some of Yellowstone's hot springs. Cyanobacteria were the first photosynthesizers, more than 3 billion years ago, providing oxygen to Earth's early atmosphere. Other bacteria chemosynthesize, changing hydrogen or sulfur into forms other thermophiles can use. One product of chemosynthesis is a gas that smells like rotten eggs.\n\nThe table below shows some characteristics of three types of bacteria living in Yellowstone's hydrothermal features.", "table_context": null, "tables": "table_1:\n| Type of Bacterium | Ideal pH Range | Ideal Temperature Range | Metabolism |\n| --- | --- | --- | --- |\n| Hydrogenobaculum | 3 to 5.5 | \\(55^\\circ C\\)to \\(72^\\circ C\\) \\((131^\\circ F\\)to \\(162^\\circ F)\\) | chemosynthesis using hydrogen, hydrogen sulfide, and carbon dioxide as energy sources; can use arsenic in place of hydrogen sulfide |\n| Phormidium | 6 to 8 | \\(35^\\circ C\\)to \\(57^\\circ C\\) \\((95^\\circ F\\)to \\(135^\\circ F)\\) | photosynthesis |\n| Synechococcus | 7 to 9 | \\(52^\\circ C\\)to \\(74^\\circ C\\) \\((126^\\circ F\\)to \\(165^\\circ F)\\) | photosynthesis by day; fermentation by night |", "question": "Which statement best contrasts the role of enzymes in thermophilic bacteria and the plants living in Yellowstone National Park?", "options": {"A": "Enzymes of thermophilic bacteria store energy at higher sulfur concentrations than enzymes of plants do.", "B": "Enzymes of thermophilic bacteria catalyze biochemical reactions at higher temperatures than enzymes of plants do.", "C": "Enzymes of thermophilic bacteria control DNA replication in the nucleus at higher sulfur concentrations than enzymes of plants do.", "D": "Enzymes of thermophilic bacteria control the water moving into and out of the cell at higher temperatures than enzymes of plants do."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 107, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Molecular Biology", "context": null, "table_context": null, "tables": "table_1:\n| Normal Cell DNA | CAT CCC AAC GGA CCT |\n| --- | --- |\n| Mutated Cell DNA | CAT CCC CAA CGG ACC T |", "question": "Which genetic mutation is shown in the table?", "options": {"A": "a point mutation caused by a base deletion", "B": "a point mutation caused by a base substitution", "C": "a frameshift mutation caused by a base insertion", "D": "a frameshift mutation caused by a base substitution"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 108, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "Students' Statements", "table_context": null, "tables": "table_1:\n| Student | Statement |\n| --- | --- |\n| W | If a cell is placed in a saltwater solution, the cell will shrink. |\n| X | Cells placed in water with red dye turned red after several hours. |\n| Y | If a cell is placed in distilled water without ions, the cell will swell. |\n| Z | Cells are the basic unit of structure in all organisms and the basic unit of reproduction. |", "question": "Which student's statement would best be characterized as a scientific theory?", "options": {"A": "If a cell is placed in a saltwater solution, the cell will shrink.", "B": "Cells placed in water with red dye turned red after several hours.", "C": "If a cell is placed in distilled water without ions, the cell will swell.", "D": "Cells are the basic unit of structure in all organisms and the basic unit of reproduction."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 109, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Human Physiology", "context": "Effects of Exercise on Carbon Dioxide and Oxygen Levels", "table_context": null, "tables": "table_1:\n| Exercise Intensity | Carbon Dioxide Production (L/min) | Oxygen Consumption (mL/kg/min) |\n| --- | --- | --- |\n| Low (e.g., washing dishes) | 0.3 | 40 |\n| Moderate (e.g., walking) | 0.7 | 60 |\n| High (e.g., dancing) | 1.3 | 80 |", "question": "Which statement correctly identifies the relationship between cellular respiration and energy requirements?", "options": {"A": "More intense exercise causes cellular respiration to decrease, resulting in a reduced output of oxygen.", "B": "The intensity of exercise does not change the rate of cellular respiration, so the carbon dioxide input remains unchanged.", "C": "As exercise intensity increases, the rate of cellular respiration increases. This requires more oxygen and produces more carbon dioxide.", "D": "As exercise intensity decreases, the rate of cellular respiration decreases. This requires less carbon dioxide and produces less oxygen."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 113, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": null, "table_context": null, "tables": "table_1:\n| Sample | Elements |\n| --- | --- |\n| 1 | Hydrogen, phosphorus, and nitrogen |\n| 2 | Aluminum, silicon, and copper |\n| 3 | Calcium, potassium, and nitrogen |\n| 4 | Iron, oxygen, and magnesium |", "question": "Students are given data from an investigation that identified some of the chemical elements present in four different samples. Which sample was most likely DNA?", "options": {"F": "Sample 1", "G": "Sample 2", "H": "Sample 3", "J": "Sample 4"}, "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 115, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "Students use a microscope to look for structures present in four different cells. The students placed an X for each structure that was viewed for each cell on the table shown.", "table_context": null, "tables": "table_1:\n| | Cell W | Cell X | Cell Y | Cell Z |\n| --- | --- | --- | --- | --- |\n| Cell Membrane | X | X | X | X |\n| Cell Wall | X | X | | X |\n| Chloroplasts | X | | | |\n| DNA | X | X | X | X |\n| Nucleus | X | | X | X |", "question": "Which cell that was viewed is most likely a prokaryote?", "options": {"F": "Cell W", "G": "Cell X", "H": "Cell Y", "J": "Cell Z"}, "option_labels": ["F", "G", "H", "J"], "answer": ["G"], "split": "test", "num_answer_options": 1} | |
| {"id": 116, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Evolution and Biodiversity", "context": "A dichotomous key for identifying fish is shown.", "table_context": null, "tables": "table_1:\n| 1a | Body is long and narrow. | Go to 2 |\n| 1b | Body is not long and narrow. | Go to 3 |\n| 2a | Pointed fins. | Trumpetfish |\n| 2b | Fish has smooth fins. | Moray eel |\n| 3a | Eyes located on top of the head. | Go to 4 |\n| 3b | Eyes located on either side of the head. | Go to 5 |\n| 4a | Long, whip-like tail. | Spotted eagle ray |\n| 4b | Short, blunt tail. | Peacock flounder |\n| 5a | Body is spotted. | Go to 6 |\n| 5b | Body is not spotted. | Go to 7 |\n| 6a | Chin whiskers present. | Spotted goatfish |\n| 6b | Chin whiskers absent. | Bandtail puffer |\n| 7a | Striped. | Go to 8 |\n| 7b | No stripes. | Glassy sweeper |\n| 8a | V-shaped tail. | Squirrelfish |\n| 8b | Blunt, rounded tail. | Glasseye snapper |", "question": "Based on this key, which two fish have eyes located on either side of their head and are not spotted?", "options": {"A": "Glassy sweeper and squirrelfish", "B": "Glasseye snapper and spotted eagle ray", "C": "Spotted goatfish and bandtail puffer", "D": "Peacock flounder and glassy sweeper"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 117, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "Mice have two unlinked allele pairs that affect fur color. The table shows how allele pairs affect fur color. The term \"agouti\" describes fur with pigmentation that changes in each hair from the shaft to the tip, giving the fur a banded appearance. Mice with the $aa$ allele pair are albino, regardless of the second allele-pair combination.", "table_context": null, "tables": "table_1:\n| Alleles | Fur Pigment |\n| --- | --- |\n| AA | Agouti |\n| Aa | Agouti |\n| aa | Albino |\n| BB | Agouti |\n| Bb | Agouti |\n| bb | Solid black |", "question": "What is the probability of albinism in the offspring of a cross between two mice with $AaBb$ alleles?", "options": {"A": " $\\frac{1}{16}$ ", "B": " $\\frac{3}{16}$ ", "C": " $\\frac{4}{16}$ ", "D": " $\\frac{9}{16}$ "}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 118, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Plant Biology", "context": "A chart of some plant systems and functions is shown.", "table_context": null, "tables": "table_1:\n| Option | System | Functions |\n| --- | --- | --- |\n| 1 | Root | absorption of water and nutrients |\n| 2 | Shoot | seed dispersal and absorption of <math>\\text{CO}_2</math> |\n| 3 | Root | respiration and food storage |\n| 4 | Shoot | photosynthesis and food transport |", "question": "Which system interactions are dependent on the plant's ability to respond to the direction of light?", "options": {"A": "Option 1", "B": "Option 2", "C": "Option 3", "D": "Option 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 119, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "A table of four types of carbohydrates is shown.", "table_context": null, "tables": "table_1:\n| Type of Carbohydrate | Description |\n| --- | --- |\n| Cellulose | Major component of plant cell walls |\n| Chitin | Major component of fungal cell walls and arthropod exoskeletons |\n| Glycogen | Stored in liver and muscle cells, broken down to glucose when blood glucose levels decrease |\n| Starch | Stored in plant roots and seeds, provides food for seeds to germinate or for animal consumption |", "question": "Which list correctly matches the functions to the types of carbohydrates?", "options": {"F": "Energy: glycogen and starch\nStructure: cellulose and chitin", "G": "Energy: cellulose and chitin\nStructure: glycogen and starch", "H": "Energy: chitin and glycogen\nStructure: cellulose and starch", "J": "Energy: cellulose and starch\nStructure: chitin and glycogen"}, "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 120, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Ecology", "context": "The defenses of two flightless birds that live in different habitats are shown.", "table_context": null, "tables": "table_1:\n| | Gentoo Penguin | Common Ostrich |\n| --- | --- | --- |\n| Picture | | |\n| Habitat | Antarctic islands | African savanna |\n| Defenses | Wings are flattened and tapered, like paddles, allowing penguins to swim and jump out of water at speeds up to 22 km/h. | Leg muscles are located closer to the body, allowing ostriches to run at speeds up to 70 km/h. |", "question": "How do the wings of the Gentoo penguin and the legs of the common ostrich provide an advantage in their habitat?", "options": {"A": "Allows them to find prey", "B": "Allows them to escape from predators", "C": "Allows them to control their body temperature", "D": "Allows them to be camouflaged in their environments"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 121, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "Materials are provided to students to build models of a prokaryotic cell, a eukaryotic cell, and a virus. The materials and the structures they represent are listed in the table shown.", "table_context": null, "tables": "table_1:\n| Material | Structure Represented |\n| --- | --- |\n| Gray paper hexagon | Capsid |\n| Yellow paper oval | Cytoplasm |\n| Purple buttons | Ribosomes |\n| Blue yarn | Genetic material |\n| Orange paper circle | Nucleus |", "question": "Which material will students use in all three models?", "options": {"F": "Yellow paper oval", "G": "Gray paper hexagon", "H": "Blue yarn", "J": "Purple buttons"}, "option_labels": ["F", "G", "H", "J"], "answer": ["H"], "split": "test", "num_answer_options": 1} | |
| {"id": 122, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Evolution and Biodiversity", "context": "The taxonomic classifications of four species of amphibians are shown.", "table_context": null, "tables": "table_1:\n| | Northern Cricket Frog | Northern Leopard Frog | Green Treefrog | Bullfrog |\n| --- | --- | --- | --- | --- |\n| Order | Anura | Anura | Anura | Anura |\n| Family | Hylidae | Ranidae | Hylidae | Ranidae |\n| Genus | Acris | Lithobates | Hyla | Lithobates |\n| Species | crepitans | pipiens | cinerea | catesbeianus |", "question": "Based on the information provided, which two species are most closely related?", "options": {"A": "Northern cricket frog and bullfrog", "B": "Northern leopard frog and green treefrog", "C": "Northern cricket frog and green treefrog", "D": "Northern leopard frog and bullfrog"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 123, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "Some angelfish colors are determined by codominance. Possible phenotypes and genotypes of angelfish colors are shown.", "table_context": null, "tables": "table_1:\n| Phenotype | Genotype |\n| --- | --- |\n| Silver | LL |\n| Black | BB |\n| Black | BL |\n| Black lace | |", "question": "Which table shows the expected phenotypes of offspring resulting from a cross between a black angelfish and a black-lace angelfish?", "options": {"A": "Phenotype: Silver Black Black Lace Phenotypic probability of offspring: — 50% 50%", "C": "Phenotype: Silver Black Black Lace Phenotypic probability of offspring: 25% 25% 50%", "B": "Phenotype: Silver Black Black Lace Phenotypic probability of offspring: 50% 50% —", "D": "Phenotype: Silver Black Black Lace Phenotypic probability of offspring: 25% 50% 25%"}, "option_labels": ["A", "C", "B", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 124, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Plant Biology", "context": "Students set up a controlled experiment by growing the same type of seedlings in two different locations. After a period of time, the students observed the seedlings and recorded their observations in the table shown.", "table_context": null, "tables": "table_1:\n| | Group #1 | Group #2 |\n| --- | --- | --- |\n| Growth Location | Enclosed in a box with a lamp on top of seedlings | On the windowsill |\n| Observation | Shoots grow straight and upright | Shoots bend in the direction of the window |", "question": "What caused the shoots of the seedlings on the windowsill to bend toward the window?", "options": {"F": "Hormones produced in response to a light stimulus", "G": "Sugars produced in response to a gravity stimulus", "H": "Carbon dioxide produced in response to a water stimulus", "J": "Water produced in response to a nitrogen stimulus"}, "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 125, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Evolution and Biodiversity", "context": "The table shows the classification of four mammals found in Texas.\n\n<table><thead><tr><th></th><th>Peccary</th><th>Elk</th><th>Pronghorn</th><th>Fallow Deer</th></tr></thead><tbody><tr><th>Kingdom</th><td>Animalia</td><td>Animalia</td><td>Animalia</td><td>Animalia</td></tr><tr><th>Phylum</th><td>Chordata</td><td>Chordata</td><td>Chordata</td><td>Chordata</td></tr><tr><th>Class</th><td>Mammalia</td><td>Mammalia</td><td>Mammalia</td><td>Mammalia</td></tr><tr><th>Order</th><td>Artiodactyla</td><td>Artiodactyla</td><td>Artiodactyla</td><td>Artiodactyla</td></tr><tr><th>Family</th><td>Tayassuidae</td><td>Cervidae</td><td>Antilocapridae</td><td>Cervidae</td></tr><tr><th>Genus</th><td><i>Tayassu</i></td><td><i>Cervus</i></td><td><i>Antilocapra</i></td><td><i>Cervus</i></td></tr><tr><th>Species</th><td><i>T. tajacu</i></td><td><i>C. elaphus</i></td><td><i>A. americana</i></td><td><i>C. dama</i></td></tr></tbody></table>", "table_context": null, "tables": "table_1:\n| | Peccary | Elk | Pronghorn | Fallow Deer |\n| --- | --- | --- | --- | --- |\n| Kingdom | Animalia | Animalia | Animalia | Animalia |\n| Phylum | Chordata | Chordata | Chordata | Chordata |\n| Class | Mammalia | Mammalia | Mammalia | Mammalia |\n| Order | Artiodactyla | Artiodactyla | Artiodactyla | Artiodactyla |\n| Family | Tayassuidae | Cervidae | Antilocapridae | Cervidae |\n| Genus | Tayassu | Cervus | Antilocapra | Cervus |\n| Species | T. tajacu | C. elaphus | A. americana | C. dama |", "question": "Based on this table, which explanation best describes why elk and fallow deer are classified in the same genus?", "options": {"A": "They are both in family Cervidae and share a more recent common ancestor.", "B": "They mate and produce fertile offspring.", "C": "They live in similar habitats.", "D": "They are both in kingdom Animalia and have similar diets."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 126, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "A table comparing the characteristics of four samples is shown.\n\n<table><thead><tr><th>Sample</th><th>Nucleus</th><th>Chloroplast</th><th>Ribosome</th><th>Size of Genome</th></tr></thead><tbody><tr><td>Sample 1</td><td>Present</td><td>Present</td><td>Present</td><td>150 billion base pairs</td></tr><tr><td>Sample 2</td><td>Absent</td><td>Absent</td><td>Present</td><td>4.6 million base pairs</td></tr><tr><td>Sample 3</td><td>Absent</td><td>Absent</td><td>Absent</td><td>170,000 base pairs</td></tr><tr><td>Sample 4</td><td>Present</td><td>Absent</td><td>Present</td><td>3.2 billion base pairs</td></tr></tbody></table>", "table_context": null, "tables": "table_1:\n| Sample | Nucleus | Chloroplast | Ribosome | Size of Genome |\n| --- | --- | --- | --- | --- |\n| Sample 1 | Present | Present | Present | 150 billion base pairs |\n| Sample 2 | Absent | Absent | Present | 4.6 million base pairs |\n| Sample 3 | Absent | Absent | Absent | 170,000 base pairs |\n| Sample 4 | Present | Absent | Present | 3.2 billion base pairs |", "question": "Which sample most likely contains viruses?", "options": {"F": "Sample 1", "G": "Sample 2", "H": "Sample 3", "J": "Sample 4"}, "option_labels": ["F", "G", "H", "J"], "answer": ["H"], "split": "test", "num_answer_options": 1} | |
| {"id": 127, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Human Physiology", "context": "In a recent study, scientists investigated the effects of microorganisms naturally found in the body. They raised mice in two different environments and compared their immune system functions in response to a bacterial infection. Their data are shown.\n\n<table><thead><tr><th>Mouse</th><th>Environment</th><th>Immune System</th><th>Response to Bacterial Infection</th></tr></thead><tbody><tr><td>1</td><td>Without microorganisms</td><td>• Low variety of immune cells</td><td>• Weak immune response to bacteria</td></tr><tr><td>2</td><td>With microorganisms</td><td>• High variety of immune cells</td><td>• Strong immune response to bacteria</td></tr></tbody></table>", "table_context": null, "tables": "table_1:\n| Mouse | Environment | Immune System | Response to Bacterial Infection |\n| --- | --- | --- | --- |\n| 1 | Without microorganisms | • Low variety of immune cells | • Weak immune response to bacteria |\n| 2 | With microorganisms | • High variety of immune cells | • Strong immune response to bacteria |", "question": "Which conclusion about the microorganisms naturally found in the body is most likely supported by these data?", "options": {"A": "All microorganisms are harmful to the body.", "B": "Microorganisms are important in promoting healthy immune systems.", "C": "All bacteria in the body increase the effectiveness of the immune system.", "D": "Bacteria that cause infections decrease the number and variety of immune cells in the body."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 128, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": "*E. coli* has three genes that each code for different enzymes that break down lactose. Scientists conducted investigations about the production of these enzymes using samples of *E. coli*. Their results are shown in the table.\n\n***E. coli* Investigation Results**\n\n<table><thead><tr><th>Environment</th><th>Contains Lactose</th><th>Enzyme Concentration</th></tr></thead><tbody><tr><td>1</td><td>Yes</td><td>High</td></tr><tr><td>2</td><td>No</td><td>Low</td></tr></tbody></table>", "table_context": null, "tables": "table_1:\n| Environment | Contains Lactose | Enzyme Concentration |\n| --- | --- | --- |\n| 1 | Yes | High |\n| 2 | No | Low |", "question": "Which conclusion about the production of the enzymes can be determined by analyzing the scientists' results?", "options": {"F": "Gene expression for the enzymes was controlled by the temperature of lactose.", "G": "The genes for the enzymes were expressed in equal amounts during both experiments.", "H": "Gene expression for the enzymes was controlled by the presence of lactose.", "J": "The genes for the enzymes were mutated before being expressed by the presence of lactose."}, "option_labels": ["F", "G", "H", "J"], "answer": ["H"], "split": "test", "num_answer_options": 1} | |
| {"id": 129, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "history", "domain": "us_history", "context": "#### Selected Events in the History of the Gold Standard\n\n<table><tbody><tr><td>March 1933</td><td>The Emergency Banking Act gives President Franklin Roosevelt the power to control domestic and foreign exchange gold movements.</td></tr><tr><td>April 1933</td><td>President Roosevelt formally suspends the gold standard.</td></tr><tr><td>May 1933</td><td>President Roosevelt takes actions to increase the money supply by changing the ratio of dollars to gold and fixing the value of dollars to silver.</td></tr><tr><td>October 1933</td><td>The Reconstruction Finance Corporation is authorized to buy gold at increasing prices, devaluing the dollar and raising prices of U.S. commodities.</td></tr><tr><td>January 1934</td><td>Congress passes the Gold Reserve Act, permanently fixing the value of gold relative to dollars.</td></tr></tbody></table>", "table_context": null, "tables": "table_1:\nmarkdown:\n| March 1933 | The Emergency Banking Act gives President Franklin Roosevelt the power to control domestic and foreign exchange gold movements. |\n| April 1933 | President Roosevelt formally suspends the gold standard. |\n| May 1933 | President Roosevelt takes actions to increase the money supply by changing the ratio of dollars to gold and fixing the value of dollars to silver. |\n| October 1933 | The Reconstruction Finance Corporation is authorized to buy gold at increasing prices, devaluing the dollar and raising prices of U.S. commodities. |\n| January 1934 | Congress passes the Gold Reserve Act, permanently fixing the value of gold relative to dollars. |\n\ntitle:\nSelected Events in the History of the Gold Standard", "question": "What was the goal of the actions on this time line?", "options": {"A": "To ensure deposits into customer savings accounts", "B": "To increase government regulation of business", "C": "To end speculation in the stock market", "D": "To stabilize the national economy"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 130, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "history", "domain": "us_history", "context": "Percent of Voting-Age Population Casting Votes in Selected Presidential Elections\n\n<table><thead><tr><th></th><th>1964</th><th>1968</th></tr></thead><tbody><tr><td>Alabama</td><td>35.9</td><td>52.7</td></tr><tr><td>Georgia</td><td>43.3</td><td>43.4</td></tr><tr><td>Louisiana</td><td>47.3</td><td>54.8</td></tr><tr><td>Mississippi</td><td>33.9</td><td>53.2</td></tr><tr><td>North Carolina</td><td>52.8</td><td>54.3</td></tr><tr><td>South Carolina</td><td>39.4</td><td>46.7</td></tr><tr><td>Virginia</td><td>41.1</td><td>50.1</td></tr></tbody></table>\n\nSource: U.S. Census Bureau", "table_context": null, "tables": "table_1:\nmarkdown:\n| | 1964 | 1968 |\n| --- | --- | --- |\n| Alabama | 35.9 | 52.7 |\n| Georgia | 43.3 | 43.4 |\n| Louisiana | 47.3 | 54.8 |\n| Mississippi | 33.9 | 53.2 |\n| North Carolina | 52.8 | 54.3 |\n| South Carolina | 39.4 | 46.7 |\n| Virginia | 41.1 | 50.1 |\n\ntitle:\nPercent of Voting-Age Population Casting Votes in Selected Presidential Elections", "question": "How did the Voting Rights Act of 1965 contribute to the changes shown in this table?", "options": {"F": "It helped reduce voter discrimination at polling sites.", "G": "It increased state revenues associated with poll taxes.", "H": "It contributed to increased involvement of lobbyists in political campaigns.", "J": "It helped voters determine educational policy based on literacy test results."}, "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 134, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "history", "domain": "us_history", "context": "Read the information in the table and answer the question that follows.", "table_context": null, "tables": "table_1:\nmarkdown:\n| Teapot Dome | In 1922, President Warren Harding's Interior Secretary Albert Fall was caught taking bribes from private oil companies related to oil leases. In 1929, Fall was sentenced to prison. |\n| --- | --- |\n| Watergate | On June 17, 1972, five men broke into the Democratic National Committee headquarters at the Watergate hotel. It was later discovered that President Richard Nixon had participated in covering up the White House connections to the break-in. Nixon resigned the presidency on August 9, 1974. |", "question": "Which statement explains one effect of these two events?", "options": {"A": "They reduced government regulation of the economy.", "B": "They led to an increase in the size of the executive branch.", "C": "They reduced public confidence in the federal government.", "D": "They led the president to increase the use of the veto power."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 135, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "history", "domain": "us_history", "context": "# Steps in the Ballot Initiative Process", "table_context": null, "tables": "table_1:\n| The proposed initiative is filed with and reviewed by the state. |\n| --- |\n| The proposed initiative is circulated to obtain the required number of signatures of registered voters. |\n| The proposed initiative is verified and placed on the ballot. |", "question": "What is one way the Progressive Era reform outlined in this diagram has affected U.S. politics?", "options": {"A": "More women have been elected to Congress.", "B": "Citizens have a more direct influence on lawmaking.", "C": "Corrupt officials can be removed from office.", "D": "Primary elections are prohibited in several states."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 136, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "history", "domain": "us_history", "context": "Workers, Aged 10- 14, in the United States: 1870- 1930 (thousands)", "table_context": null, "tables": "table_1:\nmarkdown:\n| Year | Workers\nAged\n10-14 | Workers Aged\n10-14 as % of\nWorkforce |\n|---|---|---|\n| 1890 | 1,504 | 6.50 |\n| 1910 | 1,622 | 4.34 |\n| 1930 | 667 | 1.37 |\n\ntitle:\nWorkers, Aged 10- 14, in the United States: 1870- 1930 (thousands)", "question": "Which reason contributed to the trend shown in this table?", "options": {"A": "The number of factories using assembly lines decreased.", "B": "A progressive movement worked to stop the use of child labor.", "C": "A political movement worked to lower taxes for businesses.", "D": "The number of people joining labor unions decreased."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 137, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "history", "domain": "us_history", "context": "Agreements within the Geneva Accords, 1954\n\n| Agreement 1 | The French government and the North Vietnamese forces agreed to a cease-fire and a temporary division of Vietnam along the 17th parallel. |\n|---|---|\n| Agreement 2 | Neither North Vietnam nor South Vietnam would join alliances with outside parties, and general elections to unify the country were scheduled for 1956. |\n\n", "table_context": null, "tables": "table_1:\nmarkdown:\n| Agreement 1 | The French government and the North Vietnamese forces agreed to a cease-fire and a temporary division of Vietnam along the 17th parallel. |\n| --- | --- |\n| Agreement 2 | Neither North Vietnam nor South Vietnam would join alliances with outside parties, and general elections to unify the country were scheduled for 1956. |\n\ntitle:\nAgreements within the Geneva Accords, 1954", "question": "Why was the United States concerned about Agreement 2?", "options": {"A": "Officials believed the election would lead to a civil war and revolution.", "B": "Congress members feared foreign policy decisions would lead to criticism at home.", "C": "The administration opposed the creation of regional alliances.", "D": "Leaders feared communist officials would win the election and take over the country."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 138, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "history", "domain": "us_history", "context": "Section 215 of the USA PATRIOT Act of 2001 allowed investigators to obtain books, records, papers, documents and other items sought \"in connection with\" a terror investigation.\n\n| Argument For Section 215 | Argument Against Section 215 |\n|---|---|\n| Increased investigative authority is needed to avert a future terrorist attack. | If investigators have these broad powers, the ____? ____ will be ignored. |\n\n", "table_context": null, "tables": "table_1:\nmarkdown:\n| Argument For Section 215 | Argument Against Section 215 |\n| --- | --- |\n| Increased investigative authority is needed to avert a future terrorist attack. | If investigators have these broad powers, the ____? ____ will be ignored. |", "question": "Which phrase correctly replaces the question mark in this table?", "options": {"F": "right to privacy", "G": "right to bear arms", "H": "right to a speedy trial", "J": "right to an attorney"}, "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 139, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The tables of ordered pairs represent some points on the graphs of lines q and v.", "table_context": null, "tables": "table_1:\n| Line q | | | | Line v | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| x | -9 | -3 | 2 | x | -4 | 0 | 10 |\n| y | 0 | 18 | 33 | y | 10 | 8 | 3 |", "question": "Which system of equations is represented by lines q and v?", "options": ["F 21x - y = 9 5x + 6y = 40", "G 3x - y = -27 x + 2y = 16", "H 21x - y = 9 5x + 6y = 20", "J 9x - y = -27 x + 2y = 8"], "option_labels": ["F", "G", "H", "J"], "answer": ["G"], "split": "test", "num_answer_options": 1} | |
| {"id": 143, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table represents some points on the graph of an exponential function.", "table_context": null, "tables": "table_1:\n| x | f(x) |\n| --- | --- |\n| -2 | 12.5 |\n| -1 | 15 |\n| 0 | 18 |\n| 1 | 21.6 |\n| 2 | 25.92 |", "question": "Which function represents the same relationship?", "options": ["A $f(x) = 15{\\left(\\frac{5}{6}\\right)}^{x}$", "B $f(x) = 18{\\left(\\frac{6}{5}\\right)}^{x}$", "C $f(x) = 15{\\left(\\frac{6}{5}\\right)}^{x}$", "D $f(x) = 18{\\left(\\frac{5}{6}\\right)}^{x}$"], "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 144, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows the amount of pet food in cups remaining in an automatic feeder as a function of the number of meals the feeder has dispensed.", "table_context": null, "tables": "table_1:\n| Number of Meals Dispensed, n | Amount of Pet Food Remaining, f(n) (cups) |\n| --- | --- |\n| 1 | 21 |\n| 3 | 15 |\n| 6 | 6 |\n| 7 | 3 |", "question": "Based on the table, which function models this situation?", "options": ["F $f(n) = - 3n + 24$", "G $f(n) = - \\frac{1}{3} n + 16$", "H $f(n) = - 3n + 64$", "J $f(n) = - \\frac{1}{3} n + 8$"], "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 145, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows a linear relationship between $x$ and $y$ .", "table_context": null, "tables": "table_1:\n| x | y |\n| --- | --- |\n| -20 | 96 |\n| -12 | 60 |\n| -6 | 33 |\n| -2 | 15 |", "question": "What is the rate of change of $y$ with respect to $x$ ?", "options": ["A $\\frac{9}{2}$", "B $\\frac{2}{9}$", "C $\\frac{2}{9}$", "D $\\frac{9}{2}$"], "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 146, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The values in the table represent a linear relationship between $x$ and $y$.", "table_context": null, "tables": "table_1:\n| x | -8.5 | -6.5 | -2.5 | -1 |\n| --- | --- | --- | --- | --- |\n| y | -92 | -72 | -32 | -17 |", "question": "What is the rate of change of $y$ with respect to $x$?", "options": ["A. 10", "B. 17", "C. -10", "D. -17"], "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 147, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A ball is placed in a machine that throws the ball up in the air. The table represents some points on the graph of a function that models the ball's distance from the ground with respect to the time since the ball has been thrown.", "table_context": null, "tables": "table_1:\n| Time Since Thrown from Machine (seconds) | 0 | 0.25 | 0.50 | 0.75 | 1.00 | 1.25 | 1.50 | 1.75 |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Distance from Ground (meters) | 0 | 2.76 | 4.90 | 6.43 | 7.35 | 7.66 | 7.35 | 6.43 |", "question": "What is the range for this situation?", "options": ["F. All real numbers less than or equal to 7.66", "G. All real numbers less than or equal to 1.25", "H. All real numbers greater than or equal to 0 and less than or equal to 7.66", "J. All real numbers greater than or equal to 0 and less than or equal to 1.25"], "option_labels": ["F", "G", "H", "J"], "answer": ["H"], "split": "test", "num_answer_options": 1} | |
| {"id": 148, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table of values shows a linear relationship between $x$ and $y$.", "table_context": null, "tables": "table_1:\n| x | y |\n| --- | --- |\n| -7 | 9 |\n| -2 | 1 |\n| 3 | -7 |\n| 8 | -15 |", "question": "What is the slope of the line represented by the table of values?", "options": ["A. $-\\frac{8}{5}$", "B. $-\\frac{5}{8}$", "C. $\\frac{8}{5}$", "D. $\\frac{5}{8}$"], "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 149, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A conservation agency tracks the sea turtle population by counting the number of nesting sites where the turtles lay their eggs. The table shows the numbers of nesting sites for several years since 2001. The data can be modeled by an exponential function. Sea Turtles", "table_context": null, "tables": "table_1:\n| Number of Years Since 2001, x | Number of Nesting Sites, n(x) |\n| --- | --- |\n| 1 | 46,125 |\n| 2 | 37,994 |\n| 3 | 40,513 |\n| 4 | 29,368 |\n| 5 | 34,082 |\n| 6 | 31,746 |\n| 7 | 27,691 |", "question": "Which function best models the data?", "options": ["A. $n(x) = 25,956.80(1.08)^x$", "B. $n(x) = 46,797.94(0.93)^x$", "C. $n(x) = 1.08(25,956.80)^x$", "D. $n(x) = 0.93(46,797.94)^x$"], "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 150, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The tables of ordered pairs represent some points on the graphs of lines $f$ and $g$", "table_context": null, "tables": "table_1:\nTable 1:\n| Line f | |\n| --- | --- |\n| x | y |\n| 2 | 7 |\n| 4 | 10.5 |\n| 7 | 15.75 |\n| 11 | 22.75 |\n\nTable 2:\n| x | y |\n| --- | --- |\n| -3 | 4 |\n| -2 | 0 |\n| 1 | -12 |\n| 4 | -24 |", "question": "Which system of equations represents lines $f$ and $g$?", "options": ["F. $y = 1.75x + 3.5$ $y = -4x - 8$", "G. $y = 1.75x + 3.5$ $y = -4x - 2$", "H. $y = 3.5x + 1.75$ $y = -4x - 8$", "J. $y = 3.5x + 1.75$ $y = -4x - 2$"], "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 151, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A contractor's total earnings from a job include a fixed amount plus an amount based on the number of hours worked. The values in the table represent the linear relationship between the number of hours worked and the contractor's total earnings in dollars.", "table_context": null, "tables": "table_1:\n| Number of Hours Worked | Total Earnings |\n| --- | --- |\n| 0 | $20.00 |\n| 5 | $63.75 |\n| 15 | $151.25 |\n| 25 | $238.75 |\n| 35 | $326.25 |\n| 40 | $370.00 |", "question": "What is the rate of change of the contractor's total earnings in dollars with respect to the number of hours worked?", "options": ["F. $8.75 per hour worked", "G. $9.25 per hour worked", "H. $10.00 per hour worked", "J. $20.00 per hour worked"], "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 152, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table represents some points on the graph of an exponential function.", "table_context": null, "tables": "table_1:\n| x | f(x) |\n| --- | --- |\n| 2 | 36 |\n| 3 | 54 |\n| 4 | 81 |\n| 5 | 121.5 |\n| 6 | 182.25 |", "question": "Which function represents this relationship?", "options": ["F. $f(x) = 16{\\left(\\frac{3}{2}\\right)}^{x}$", "G. $f(x) = 16{\\left(\\frac{2}{3}\\right)}^{x}$", "H. $f(x) = 36{\\left(\\frac{3}{2}\\right)}^{x}$", "J. $f(x) = 36{\\left(\\frac{2}{3}\\right)}^{x}$"], "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 153, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table represents some points on the graph of linear function $f$.", "table_context": null, "tables": "table_1:\n| x | -3 | 2 | 5 | 11 |\n| --- | --- | --- | --- | --- |\n| f(x) | -130 | 0 | 78 | 234 |", "question": "Which function represents $f$?", "options": ["F. $f(x) = 26(x - 2)$", "G. $f(x) = -26(2x - 1)$", "H. $f(x) = 13(x - 2)$", "J. $f(x) = -2(26x - 1)$"], "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 154, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A worker is packing items in boxes. The table shows the linear relationship between the number of items the worker has packed in boxes after different amounts of time.", "table_context": null, "tables": "table_1:\n| Number of Minutes | Number of Items Packed |\n| --- | --- |\n| 5 | 20 |\n| 7 | 28 |\n| 11 | 44 |\n| 14 | 56 |", "question": "Which statement describes the rate of change of the number of items the worker packed in boxes with respect to the number of minutes the worker has been packing items in boxes?", "options": ["F The worker packed 8 items in boxes per minute.", "G The worker packed 37 items in boxes per minute.", "H The worker packed 4 items in boxes per minute.", "J The worker packed 15 items in boxes per minute."], "option_labels": ["F", "G", "H", "J"], "answer": ["H"], "split": "test", "num_answer_options": 1} | |
| {"id": 155, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A person dives into a pool from its edge to swim to the other side. The table shows the depth in feet of the person from the surface of the water after $x$ seconds. The data can be modeled by a quadratic function.", "table_context": null, "tables": "table_1:\n| Time, x (seconds) | Depth of Person from Surface of Water, d(x) (feet) |\n| --- | --- |\n| 1 | -2.85 |\n| 4 | -8.28 |\n| 6 | -9.3 |\n| 8.5 | -7.65 |\n| 10 | -5.1 |\n| 11.5 | -1.38 |", "question": "Which function best models the data?", "options": ["F $d(x) = 0.05x^{2} + 0.74x$", "G $d(x) = 0.05x^{2} + 0.74x + 9.17$", "H $d(x) = 0.26x^{2} - 3.11x$", "J $d(x) = 0.26x^{2} - 3.11x + 1$"], "option_labels": ["F", "G", "H", "J"], "answer": ["H"], "split": "test", "num_answer_options": 1} | |
| {"id": 156, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows the value in dollars of a motorcycle at the end of $x$ years.", "table_context": null, "tables": "table_1:\n| Number of Years, x | 0 | 1 | 2 | 3 |\n| --- | --- | --- | --- | --- |\n| Value, v(x) (dollars) | 9,000 | 8,100 | 7,290 | 6,561 |", "question": "Which exponential function models this situation?", "options": ["F $v(x) = 9,000(1.1)^{x}$", "G $v(x) = 9,000(0.9)^{x}$", "H $v(x) = 8,100(1.1)^{x}$", "J $v(x) = 8,100(0.9)^{x}$"], "option_labels": ["F", "G", "H", "J"], "answer": ["G"], "split": "test", "num_answer_options": 1} | |
| {"id": 157, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows the linear relationship between the distance in feet below sea level and the time in seconds traveled by a submarine.", "table_context": null, "tables": "table_1:\n| Time (seconds) | Distance Below Sea Level (feet) |\n| --- | --- |\n| 0 | 460 |\n| 18 | 604 |\n| 34 | 732 |\n| 52 | 876 |\n| 70 | 1,020 |", "question": "What is the rate of change of the distance in feet below sea level with respect to time that the submarine traveled?", "options": ["F 8 ft/sec", "G 10 ft/sec", "H 12 ft/sec", "J 14 ft/sec"], "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 158, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows the net revenue in millions of dollars of a company every three months for two years. An exponential function can be used to model the data.", "table_context": null, "tables": "table_1:\n| Time, x (months) | Net Revenue, r(x) (millions of dollars) |\n| --- | --- |\n| 3 | 274 |\n| 6 | 389 |\n| 9 | 467 |\n| 12 | 560 |\n| 15 | 960 |\n| 18 | 1,100 |\n| 21 | 1,320 |\n| 24 | 1,584 |", "question": "Which function best models the data?", "options": ["F $r(x) = 223.06(1.09)^x$", "G $r(x) = 1.09(223.06)^x$", "H $r(x) = 2,232.91(0.92)^x$", "J $r(x) = 0.92(2,232.91)^x$"], "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "test", "num_answer_options": 1} | |
| {"id": 159, "assessment_program": "virginia_sol", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "A relationship between $x$ and $y$ is shown in this table.", "table_context": null, "tables": "table_1:\n| x | y |\n| --- | --- |\n| 0 | 1 |\n| 1 | 2 |\n| 2 | 5 |\n| 3 | 10 |", "question": "Which equation represents this relationship?", "options": {"A": "$y = 2x + 1$", "B": "$y = 5x - 5$", "C": "$y = x^2 + 1$", "D": "$y = (x + 1)^2$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 160, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Number and Quantity", "context": "Daisun owns 2 sportswear stores (X and Y). She stocks 3 brands of T-shirts (A, B, and C) in each store. The matrices below show the numbers of each type of T-shirt in each store and the cost for each type of T-shirt.", "table_context": null, "tables": "table_1:\n| | A | B | C | Cost |\n| --- | --- | --- | --- | --- |\n| X | 100 | 200 | 150 | A $5 |\n| Y | 120 | 50 | 100 | B $10 |\n| | | | | C $15 |", "question": "What is the total value of the T-shirt inventory for Daisun's 2 stores?", "options": {"A": "$2,200", "B": "$2,220", "C": "$4,965", "D": "$5,450", "E": "$7,350"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 161, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "A poll of 200 registered voters was taken before the election for mayor of Springdale. All 200 voters indicated which 1 of the 4 candidates they would vote for. The results of the poll are given in the table below.", "table_context": null, "tables": "table_1:\n| Candidate | Number of voters |\n| --- | --- |\n| Blackcloud | 50 |\n| Lue | 80 |\n| Gomez | 40 |\n| Whitney | 30 |", "question": "What percent of the voters polled chose Whitney in the poll?", "options": {"A": "15%", "B": "20%", "C": "25%", "D": "30%", "E": "40%"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 162, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "If the poll is indicative of how the 10,000 registered voters of Springdale will actually vote in the election", "table_context": null, "tables": "table_1:\n| Candidate | Number of voters |\n| --- | --- |\n| Blackcloud | 50 |\n| Lue | 80 |\n| Gomez | 40 |\n| Whitney | 30 |", "question": "Which of the following is the best estimate of the number of votes Lue will receive in the election?", "options": {"A": "1,500", "B": "2,500", "C": "4,000", "D": "5,000", "E": "8,000"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 163, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "If the information in the table were converted into a circle graph (pie chart)", "table_context": null, "tables": "table_1:\n| Candidate | Number of voters |\n| --- | --- |\n| Blackcloud | 50 |\n| Lue | 80 |\n| Gomez | 40 |\n| Whitney | 30 |", "question": "What is the central angle of the sector for Gomez?", "options": {"A": "54°", "B": "72°", "C": "90°", "D": "108°", "E": "144°"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 164, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table below shows the total number of goals scored in each of 43 soccer matches in a regional tournament.", "table_context": null, "tables": "table_1:\n| Total number of goals in a match | Number of matches with this total |\n| --- | --- |\n| 0 | 4 |\n| 1 | 10 |\n| 2 | 5 |\n| 3 | 9 |\n| 4 | 7 |\n| 5 | 5 |\n| 6 | 1 |\n| 7 | 2 |", "question": "What is the average number of goals scored per match, to the nearest 0.1 goal?", "options": {"A": "1.0", "B": "2.8", "C": "3.0", "D": "6.1", "E": "17.1"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 165, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": null, "table_context": null, "tables": "table_1:\n| t | 0 | 1 | 2 | 3 | 4 | 5 |\n| --- | --- | --- | --- | --- | --- | --- |\n| y | 14 | 19 | 24 | 29 | 34 | 39 |", "question": "As part of a lesson on motion, students observed a cart rolling at a constant rate along a straight line. As shown in the chart below, they recorded the distance, y feet, of the cart from a reference point at 1-second intervals from t = 0 seconds to t = 5 seconds. Which of the following equations represents this data?", "options": {"A": "y = t + 14", "B": "y = 5t + 9", "C": "y = 5t + 14", "D": "y = 14t + 5", "E": "y = 19t"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 166, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Geometry", "context": null, "table_context": null, "tables": "table_1:\n| | radius | center |\n| --- | --- | --- |\n| F. | sqrt(38) | (5,0) |\n| G. | 19 | (5,0) |\n| H. | 38 | (5,0) |\n| J. | sqrt(38) | (-5,0) |\n| K. | 19 | (-5,0) |", "question": "A particular circle in the standard (x,y) coordinate plane has an equation of (x - 5)^2 + y^2 = 38. What are the radius of the circle, in coordinate units, and the coordinates of the center of the circle?", "options": {"A": "sqrt(38), (5,0)", "B": "19, (5,0)", "C": "38, (5,0)", "D": "sqrt(38), (-5,0)", "E": "19, (-5,0)"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 167, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Number and Quantity", "context": "The shipping rate for customers of Ship Quick consists of a fee per box and a price per pound for each box. The table below gives the fee and the price per pound for customers shipping boxes of various weights.", "table_context": null, "tables": "table_1:\n| Weight of box (pounds) | Fee | Price per pound |\n| --- | --- | --- |\n| Less than 10 | $5.00 | $1.00 |\n| 10—25 | $10.00 | $0.65 |\n| More than 25 | $20.00 | $0.30 |", "question": "Gregg wants Ship Quick to ship 1 box that weighs 15 pounds. What is the shipping rate for this box?", "options": {"A": "\\$9.75", "B": "\\$16.50", "C": "\\$19.75", "D": "\\$20.00", "E": "\\$24.50"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 168, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table below shows the number of cars Jing sold each month last year.", "table_context": null, "tables": "table_1:\n| Month | Number of cars sold |\n| --- | --- |\n| January | 25 |\n| February | 15 |\n| March | 22 |\n| April | 19 |\n| May | 16 |\n| June | 13 |\n| July | 19 |\n| August | 25 |\n| September | 26 |\n| October | 27 |\n| November | 28 |\n| December | 29 |", "question": "What is the median of the data in the table?", "options": {"A": "19", "B": "20", "C": "22", "D": "25", "E": "26"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 169, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": "Students studying motion observed a cart rolling at a constant rate along a straight line. The table below gives the distance, $d$ feet, the cart was from a reference point at 1-second intervals from $t = 0$ seconds to $t = 5$ seconds.", "table_context": null, "tables": "table_1:\n| t | 0 | 1 | 2 | 3 | 4 | 5 |\n| --- | --- | --- | --- | --- | --- | --- |\n| d | 14 | 20 | 26 | 32 | 38 | 44 |", "question": "Which of the following equations represents this relationship between $d$ and $t$?", "options": {"A": "d = t + 14", "B": "d = 6t + 8", "C": "d = 6t + 14", "D": "d = 14t + 6", "E": "d = 34t"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 170, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Kelly asked 120 students questions about skiing. The results of the poll are shown in the table below.", "table_context": null, "tables": "table_1:\n| Question | Yes | No |\n| --- | --- | --- |\n| 1. Have you skied either cross-country or downhill? | 65 | 55 |\n| 2. If you answered Yes to Question 1, did you ski downhill? | 28 | 37 |\n| 3. If you answered Yes to Question 1, did you ski cross-country? | 45 | 20 |", "question": "After completing the poll, Kelly wondered how many of the students polled had skied both cross-country and downhill.How many of the students polled indicated that they had skied both cross-country and downhill?", "options": {"A": "73", "B": "65", "C": "47", "D": "18", "E": "8"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 171, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The frequency chart below shows the cumulative number of Ms. Hernandez's science students whose test scores fell within certain score ranges. All test scores are whole numbers.", "table_context": null, "tables": "table_1:\n| Score range | Cumulative number of students |\n| --- | --- |\n| 65-70 | 12 |\n| 65-80 | 13 |\n| 65-90 | 19 |\n| 65-100 | 21 |", "question": "How many students have a test score in the interval 71-80?", "options": {"A": "1", "B": "6", "C": "8", "D": "12", "E": "13"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 172, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Mario plays basketball on a town league team. The table below gives Mario's scoring statistics for last season.", "table_context": null, "tables": "table_1:\n| Type of shot | Number attempted | Percent successful |\n| --- | --- | --- |\n| 1-point free throw | 80 | 75% |\n| 2-point field goal | 60 | 90% |\n| 3-point field goal | 60 | 25% |", "question": "How many points did Mario score playing basketball last season?", "options": {"A": "129", "B": "190", "C": "213", "D": "330", "E": "380"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 173, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "At Sweet Stuff Fresh Produce the price of a bag of grapes depends on the total number of bags purchased at 1 time, as shown in the table below. In 2 trips to Sweet Stuff this week, Janelle purchased 3 bags of grapes on Monday and 4 bags of grapes on Wednesday.", "table_context": null, "tables": "table_1:\n| Number of bags | Price per bag |\n| --- | --- |\n| 1-3 | $3.00 |\n| 4-6 | $2.80 |\n| 7-9 | $2.60 |\n| 10 or more | $2.50 |", "question": "How much money would Janelle have saved if she had instead purchased 7 bags of grapes in 1 trip on Monday?", "options": {"A": "$0.20", "B": "$1.00", "C": "$1.40", "D": "$2.00", "E": "$2.50"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 174, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "On the first 7 statistics tests of the semester, Jamal scored 61, 76, 79, 80, 80, 84, and 91. The mean, median, and mode of his scores were 79, 80, and 80, respectively. On the 8th statistics test, Jamal scored 90.", "table_context": null, "tables": "table_1:\n| | Mean | Median | Mode |\n| --- | --- | --- | --- |\n| A. | equal | greater | greater |\n| B. | greater | greater | greater |\n| C. | greater | greater | equal |\n| D. | greater | equal | greater |\n| E. | greater | equal | equal |", "question": "How do the mean, median, and mode of all 8 of his scores compare to the mean, median, and mode of his first 7 scores?", "options": {"A": "equal, greater, greater", "B": "greater, greater, greater", "C": "greater, greater, equal", "D": "greater, equal, greater", "E": "greater, equal, equal"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 175, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Many humans carry the gene Yq77. The Yq test determines, with 100% accuracy, whether a human carries Yq77. If a Yq test result is positive, the human carries the Yq77 gene. If a Yq test result is negative, the human does NOT carry Yq77. Sam designed a less expensive test for Yq77 called the Sam77 test. It produces some incorrect results. To determine the accuracy of the Sam77 test, both tests were administered to 1,000 volunteers. The results from this administration are summarized in the table below.", "table_context": null, "tables": "table_1:\n| | Positive Yq test | Negative Yq test |\n| --- | --- | --- |\n| Positive Sam77 test | 590 | 10 |\n| Negative Sam77 test | 25 | 375 |", "question": "What was the total cost to administer both tests to all the volunteers?", "options": {"A": "$1,537,500", "B": "$1,556,750", "C": "$1,568,250", "D": "$2,500,000", "E": "$2,550,000"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 176, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Many humans carry the gene Yq77. The Yq test determines, with 100% accuracy, whether a human carries Yq77. If a Yq test result is positive, the human carries the Yq77 gene. If a Yq test result is negative, the human does NOT carry Yq77. Sam designed a less expensive test for Yq77 called the Sam77 test. It produces some incorrect results. To determine the accuracy of the Sam77 test, both tests were administered to 1,000 volunteers. The results from this administration are summarized in the table below.", "table_context": null, "tables": "table_1:\n| | Positive Yq test | Negative Yq test |\n| --- | --- | --- |\n| Positive Sam77 test | 590 | 10 |\n| Negative Sam77 test | 25 | 375 |", "question": "What percent of the volunteers actually carry Yq77?", "options": {"A": "57.5%", "B": "60.0%", "C": "60.5%", "D": "61.5%", "E": "62.5%"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 177, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Many humans carry the gene Yq77. The Yq test determines, with 100% accuracy, whether a human carries Yq77. If a Yq test result is positive, the human carries the Yq77 gene. If a Yq test result is negative, the human does NOT carry Yq77. Sam designed a less expensive test for Yq77 called the Sam77 test. It produces some incorrect results. To determine the accuracy of the Sam77 test, both tests were administered to 1,000 volunteers. The results from this administration are summarized in the table below.", "table_context": null, "tables": "table_1:\n| | Positive Yq test | Negative Yq test |\n| --- | --- | --- |\n| Positive Sam77 test | 590 | 10 |\n| Negative Sam77 test | 25 | 375 |", "question": "For how many volunteers did the Sam77 test give an incorrect result?", "options": {"A": "10", "B": "25", "C": "35", "D": "385", "E": "400"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 178, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Many humans carry the gene Yq77. The Yq test determines, with 100% accuracy, whether a human carries Yq77. If a Yq test result is positive, the human carries the Yq77 gene. If a Yq test result is negative, the human does NOT carry Yq77. Sam designed a less expensive test for Yq77 called the Sam77 test. It produces some incorrect results. To determine the accuracy of the Sam77 test, both tests were administered to 1,000 volunteers. The results from this administration are summarized in the table below.", "table_context": null, "tables": "table_1:\n| | Positive Yq test | Negative Yq test |\n| --- | --- | --- |\n| Positive Sam77 test | 590 | 10 |\n| Negative Sam77 test | 25 | 375 |", "question": "To the nearest 0.001, what is the probability the chosen volunteer does NOT possess Yq77?", "options": {"A": "0.017", "B": "0.026", "C": "0.035", "D": "0.041", "E": "0.063"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 179, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Marco designs a spinner wheel that has exactly 4 sections: red, blue, green, and yellow. He wants the spinner wheel to have a 25% chance of landing on each section. He spins the wheel 500 times. The results of the spins are shown in this table.", "table_context": null, "tables": "table_1:\n| Spinner wheel section | Number of times the spinner lands in each section |\n| --- | --- |\n| Red | 80 |\n| Blue | 165 |\n| Green | 130 |\n| Yellow | 125 |", "question": "Based on the results in this table, one of the following changes would be the best fix. Which one?", "options": {"A": "He should decrease the area of the red section by increasing the area of the blue section.", "B": "He should increase the area of the red section by decreasing the area of the blue section.", "C": "He should increase the area of the red section by decreasing the area of any of the other three sections.", "D": "He should decrease the area of the blue section, and then it does **not** matter which section's area is increased."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 180, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "On a trip, 2 sisters counted 1,430 vehicles. They divided the vehicles into categories: cars, trucks, and other. They noted the color of each as white, black, red, or other, as shown in the table.", "table_context": null, "tables": "table_1:\n| | White | Black | Red | Other | Total |\n| --- | --- | --- | --- | --- | --- |\n| Car | 118 | 62 | 97 | 197 | 474 |\n| Truck | 100 | 31 | 116 | 232 | 479 |\n| Other | 86 | 85 | 94 | 212 | 477 |\n| Total | 304 | 178 | 307 | 641 | 1,430 |", "question": "What is the probability that a randomly selected truck is black?", "options": {"A": "$\\frac{31}{178}$", "B": "$\\frac{31}{479}$", "C": "$\\frac{31}{1,430}$", "D": "$\\frac{479}{1,430}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 181, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The first 4 terms of a sequence are shown in the table. The sequence is defined by $a_1 = 2$ and $a_n = a_{n-1} + (n-1)^2$ for $n \\ge 2$ .", "table_context": null, "tables": "table_1:\n| a_1 | a_2 | a_3 | a_4 |\n| --- | --- | --- | --- |\n| 2 | 3 | 7 | 16 |", "question": "What is the sixth term, $a_6$ , of this sequence?", "options": {"A": "68", "B": "57", "C": "41", "D": "32"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 182, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Jonathan rode his bike every day for 18 days. The table shows each of the distances he rode. The table also shows the number of days he rode each of those distances.", "table_context": null, "tables": "table_1:\n| Distance (in miles) | Number of days |\n| --- | --- |\n| 1 | 2 |\n| 3 | 4 |\n| 4 | 3 |\n| 5 | 6 |\n| 7 | 3 |", "question": "What is the median daily distance, in miles, that Jonathan rode his bike for the 18 days?", "options": {"A": "3", "B": "3.5", "C": "4", "D": "4.5"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 183, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "A tourism organization randomly selected 100 tourists finishing their summer visit to Spain. The organization asked them how many cities they had toured in the country. The table shows the results.", "table_context": null, "tables": "table_1:\n| Number of cities | 1 | 2 | 3 |\n| --- | --- | --- | --- |\n| Number of tourists | 10 | 40 | 50 |", "question": "Based on these data, for the population of tourists that visited Spain during the summer, what is the best estimate of the mean number of cities toured?", "options": {"A": "0.8", "B": "2", "C": "2.4", "D": "3"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 184, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Functions", "context": "The table gives values of $f(x)$ , $g(x)$ , and $h(x)$ for all positive integers $x \\le 5$ . Given $h(f(g(a))) = 1$ where $a$ is a positive integer less than or equal to 5,", "table_context": null, "tables": "table_1:\n| x | f(x) | g(x) | h(x) |\n| --- | --- | --- | --- |\n| 1 | 2 | 4 | 3 |\n| 2 | 1 | 5 | 1 |\n| 3 | 4 | 2 | 5 |\n| 4 | 5 | 3 | 4 |\n| 5 | 3 | 1 | 2 |", "question": "what is the value of $a$ ?", "options": {"A": "2", "B": "3", "C": "4", "D": "5"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 185, "assessment_program": "act", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "A restaurant surveyed its customers to determine whether or not they like hamburgers and whether or not they like turkey burgers. The table shows the results of the survey.", "table_context": null, "tables": "table_1:\n| | Like hamburgers | Do not like hamburgers | Total |\n| --- | --- | --- | --- |\n| Like turkey burgers | 97 | 39 | 136 |\n| Do not like turkey burgers | 98 | 78 | 176 |\n| Total | 195 | 117 | 312 |", "question": "To the nearest 1%, what percent of the customers who responded to the survey like hamburgers?", "options": {"A": "31%", "B": "50%", "C": "63%", "D": "71%"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 194, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "states_of_matter_imfs", "context": null, "table_context": null, "tables": "table_1:\nA teacher provided the table below to the students in a science class. The table gives 5 properties for each of Sam-ples A-H. The students were told to assume that each sample is a completely solid cube composed of a single hypothetical pure substance.\n\nNote: Assume that mass, volume, and density were determined at $20^{\\circ }C$ and that all 5 properties were determined at 1 atmosphere (atm) of pressure.\n\nThe teacher asked each of 4 students to explain how these data could be used to predict which samples are com-posed of the same substance. # Student 1 If 2 samples have the same values for all 5 properties,they are composed of the same substance. If 2 samples have different values for any of the 5 properties, they are composed of different substances. # Student 2 If 2 samples have the same values for any 3 or more of the 5 properties, they are composed of the same substance.If 2 samples have the same values for fewer than 3 of the 5 properties, they are composed of different substances. # Student 3 If 2 samples have the same mass, volume, and density,they are composed of the same substance. If 2 samples have different values for any of these 3 properties, they are composed of different substances. Neither melting point nor boiling point, by itself, can distinguish between substances. # Student 4 If 2 samples have the same density, melting point, and boiling point, they are composed of the same substance. If 2 samples have different values for any of these 3 proper-ties, they are composed of different substances. Neither mass nor volume, by itself, can distinguish between substances.\n| Sample | Mass (g) | Volume (cm3) | Density (g/cm3) | Melting point (°C) | Boiling point (°C) |\n| --- | --- | --- | --- | --- | --- |\n| A | 8.0 | 4.0 | 2.0 | 126 | 747 |\n| B | 8.0 | 4.0 | 2.0 | 342 | 959 |\n| C | 6.0 | 3.0 | 2.0 | 237 | 885 |\n| D | 6.0 | 3.0 | 2.0 | 237 | 887 |\n| E | 8.0 | 2.0 | 4.0 | 126 | 747 |\n| F | 8.0 | 2.0 | 4.0 | 126 | 746 |\n| G | 4.0 | 1.0 | 4.0 | 126 | 747 |\n| H | 4.0 | 1.0 | 4.0 | 342 | 959 |", "question": "Consider the statement \"Two samples that have the same mass, volume, density, and boiling point are composed of the same substance, even if the two samples have different melting points.\" Which of Students 2 and 4, if either, would be likely to agree with this statement?", "options": {"A": "Student 2 only", "B": "Student 4 only", "C": "Both Student 2 and Student 4", "D": "Neither Student 2 nor Student 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 195, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "states_of_matter_imfs", "context": null, "table_context": null, "tables": "table_1:\nA teacher provided the table below to the students in a science class. The table gives 5 properties for each of Sam-ples A-H. The students were told to assume that each sample is a completely solid cube composed of a single hypothetical pure substance.\n\nNote: Assume that mass, volume, and density were determined at $20^{\\circ }C$ and that all 5 properties were determined at 1 atmosphere (atm) of pressure.\n\nThe teacher asked each of 4 students to explain how these data could be used to predict which samples are com-posed of the same substance. # Student 1 If 2 samples have the same values for all 5 properties,they are composed of the same substance. If 2 samples have different values for any of the 5 properties, they are composed of different substances. # Student 2 If 2 samples have the same values for any 3 or more of the 5 properties, they are composed of the same substance.If 2 samples have the same values for fewer than 3 of the 5 properties, they are composed of different substances. # Student 3 If 2 samples have the same mass, volume, and density,they are composed of the same substance. If 2 samples have different values for any of these 3 properties, they are composed of different substances. Neither melting point nor boiling point, by itself, can distinguish between substances. # Student 4 If 2 samples have the same density, melting point, and boiling point, they are composed of the same substance. If 2 samples have different values for any of these 3 proper-ties, they are composed of different substances. Neither mass nor volume, by itself, can distinguish between substances.\n| Sample | Mass (g) | Volume (cm3) | Density (g/cm3) | Melting point (°C) | Boiling point (°C) |\n| --- | --- | --- | --- | --- | --- |\n| A | 8.0 | 4.0 | 2.0 | 126 | 747 |\n| B | 8.0 | 4.0 | 2.0 | 342 | 959 |\n| C | 6.0 | 3.0 | 2.0 | 237 | 885 |\n| D | 6.0 | 3.0 | 2.0 | 237 | 887 |\n| E | 8.0 | 2.0 | 4.0 | 126 | 747 |\n| F | 8.0 | 2.0 | 4.0 | 126 | 746 |\n| G | 4.0 | 1.0 | 4.0 | 126 | 747 |\n| H | 4.0 | 1.0 | 4.0 | 342 | 959 |", "question": "Suppose that the temperature of Sample D is increased to $890^{\\circ}\\mathrm{C}$ at 1 atm of pressure. Will the sample's density be lower than or higher than it was at $20^{\\circ}\\mathrm{C}$ and 1 atm?", "options": {"A": "Lower; Sample D will be a gas, and gases generally have lower densities than do solids.", "B": "Lower; Sample D will be a liquid, and liquids generally have lower densities than do solids.", "C": "Higher; Sample D will be a gas, and gases generally have higher densities than do solids.", "D": "Higher; Sample D will be a liquid, and liquids generally have higher densities than do solids."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 196, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "solutions_mixtures", "context": null, "table_context": null, "tables": "table_1:\nAntioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA).\n\nScientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.\n\nThe scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C.\n\nJars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.\n\nTable adapted from Mariana-Atena Poiana et al., \"Assessing the Effects of Different Pectins Addition on Color Quality and Antioxidant Properties of Blackberry Jam.\" ©2013 by Poiana et al.\n| Table 1 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Pectin type | Pectin concentration (% by mass) | TMA concentration (mg/100 g of jam) at a storage time of: | | | |\n| | | 1 day | 1 month | 3 months | 6 months |\n| X | 0.3 | 32 | 27 | 24 | 17 |\n| | 0.7 | 34 | 31 | 27 | 20 |\n| | 1.0 | 37 | 34 | 30 | 22 |\n| Y | 0.3 | 36 | 31 | 28 | 21 |\n| | 0.7 | 39 | 37 | 32 | 26 |\n| | 1.0 | 41 | 39 | 34 | 28 |\n| Z | 0.3 | 23 | 19 | 15 | 10 |\n| | 0.7 | 26 | 22 | 20 | 13 |\n| | 1.0 | 28 | 25 | 20 | 15 |", "question": "For the batch of jam prepared with $1.0\\%$ Pectin Z by mass, as storage time increased, the TMA concentration: ", "options": {"A": "increased only. ", "B": "decreased only. ", "C": "increased and then decreased. ", "D": "decreased and then increased. "}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 197, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "solutions_mixtures", "context": null, "table_context": null, "tables": "table_1:\nAntioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA).\n\nScientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.\n\nThe scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C.\n\nJars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.\n\nTable adapted from Mariana-Atena Poiana et al., \"Assessing the Effects of Different Pectins Addition on Color Quality and Antioxidant Properties of Blackberry Jam.\" ©2013 by Poiana et al.\n| Table 1 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Pectin type | Pectin concentration (% by mass) | TMA concentration (mg/100 g of jam) at a storage time of: | | | |\n| | | 1 day | 1 month | 3 months | 6 months |\n| X | 0.3 | 32 | 27 | 24 | 17 |\n| | 0.7 | 34 | 31 | 27 | 20 |\n| | 1.0 | 37 | 34 | 30 | 22 |\n| Y | 0.3 | 36 | 31 | 28 | 21 |\n| | 0.7 | 39 | 37 | 32 | 26 |\n| | 1.0 | 41 | 39 | 34 | 28 |\n| Z | 0.3 | 23 | 19 | 15 | 10 |\n| | 0.7 | 26 | 22 | 20 | 13 |\n| | 1.0 | 28 | 25 | 20 | 15 |", "question": "Suppose the scientists had also prepared a batch of jam using $0.5\\%$ Pectin Y. Based on the results of the experiment, at a storage time of 3 months, the TMA concentration would most likely have been between: ", "options": {"A": "$21\\mathrm{mg / 100g}$ and $26\\mathrm{mg / 100g}$", "B": "$26\\mathrm{mg / 100g}$ and $28\\mathrm{mg / 100g}$", "C": "$28\\mathrm{mg / 100g}$ and $32\\mathrm{mg / 100g}$", "D": "$32\\mathrm{mg / 100g}$ and $34\\mathrm{mg / 100g}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 198, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "analytical_lab_methods", "context": null, "table_context": null, "tables": "table_1:\nAntioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA).\n\nScientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.\n\nThe scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C.\n\nJars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.\n\nTable adapted from Mariana-Atena Poiana et al., \"Assessing the Effects of Different Pectins Addition on Color Quality and Antioxidant Properties of Blackberry Jam.\" ©2013 by Poiana et al.\n| Table 1 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Pectin type | Pectin concentration (% by mass) | TMA concentration (mg/100 g of jam) at a storage time of: | | | |\n| | | 1 day | 1 month | 3 months | 6 months |\n| X | 0.3 | 32 | 27 | 24 | 17 |\n| | 0.7 | 34 | 31 | 27 | 20 |\n| | 1.0 | 37 | 34 | 30 | 22 |\n| Y | 0.3 | 36 | 31 | 28 | 21 |\n| | 0.7 | 39 | 37 | 32 | 26 |\n| | 1.0 | 41 | 39 | 34 | 28 |\n| Z | 0.3 | 23 | 19 | 15 | 10 |\n| | 0.7 | 26 | 22 | 20 | 13 |\n| | 1.0 | 28 | 25 | 20 | 15 |", "question": "Which of the following variables was not an independent variable in the experiment? ", "options": {"A": "Pectin concentration ", "B": "Storage time ", "C": "TMA concentration ", "D": "Type of pectin "}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 199, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "solutions_mixtures", "context": null, "table_context": null, "tables": "table_1:\nAntioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA).\n\nScientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.\n\nThe scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C.\n\nJars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.\n\nTable adapted from Mariana-Atena Poiana et al., \"Assessing the Effects of Different Pectins Addition on Color Quality and Antioxidant Properties of Blackberry Jam.\" ©2013 by Poiana et al.\n| Table 1 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Pectin type | Pectin concentration (% by mass) | TMA concentration (mg/100 g of jam) at a storage time of: | | | |\n| | | 1 day | 1 month | 3 months | 6 months |\n| X | 0.3 | 32 | 27 | 24 | 17 |\n| | 0.7 | 34 | 31 | 27 | 20 |\n| | 1.0 | 37 | 34 | 30 | 22 |\n| Y | 0.3 | 36 | 31 | 28 | 21 |\n| | 0.7 | 39 | 37 | 32 | 26 |\n| | 1.0 | 41 | 39 | 34 | 28 |\n| Z | 0.3 | 23 | 19 | 15 | 10 |\n| | 0.7 | 26 | 22 | 20 | 13 |\n| | 1.0 | 28 | 25 | 20 | 15 |", "question": "Suppose that the experiment had been repeated, except that the jars had been stored at $30^{\\circ}\\mathrm{C}$ . Would the TMA concentrations in this new experiment more likely have been less than or greater than the corresponding TMA concentrations listed in Table 1? The TMA concentrations in the new experiment would most likely have been: ", "options": {"A": "less, because more TMA would have broken down at the higher temperature. ", "B": "less, because more TMA would have broken down at the lower temperature. ", "C": "greater, because less TMA would have broken down at the higher temperature. ", "D": "greater, because less TMA would have broken down at the lower temperature. "}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 200, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "solutions_mixtures", "context": null, "table_context": null, "tables": "table_1:\nAntioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA).\n\nScientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.\n\nThe scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C.\n\nJars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.\n\nTable adapted from Mariana-Atena Poiana et al., \"Assessing the Effects of Different Pectins Addition on Color Quality and Antioxidant Properties of Blackberry Jam.\" ©2013 by Poiana et al.\n| Table 1 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Pectin type | Pectin concentration (% by mass) | TMA concentration (mg/100 g of jam) at a storage time of: | | | |\n| | | 1 day | 1 month | 3 months | 6 months |\n| X | 0.3 | 32 | 27 | 24 | 17 |\n| | 0.7 | 34 | 31 | 27 | 20 |\n| | 1.0 | 37 | 34 | 30 | 22 |\n| Y | 0.3 | 36 | 31 | 28 | 21 |\n| | 0.7 | 39 | 37 | 32 | 26 |\n| | 1.0 | 41 | 39 | 34 | 28 |\n| Z | 0.3 | 23 | 19 | 15 | 10 |\n| | 0.7 | 26 | 22 | 20 | 13 |\n| | 1.0 | 28 | 25 | 20 | 15 |", "question": "Assume that, in the recipe the scientists used, $100\\mathrm{g}$ of jam was produced for every $70\\mathrm{g}$ of blackberries. If no TMA broke down as the jam was prepared, what mass of TMA would have been found in $100\\mathrm{g}$ of jam before the jars were placed in boiling water? ", "options": {"A": "$70\\mathrm{mg}$", "B": "$140\\mathrm{mg}$", "C": "$200\\mathrm{mg}$", "D": "$280\\mathrm{mg}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 201, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "analytical_lab_methods", "context": null, "table_context": null, "tables": "table_1:\nAntioxidants are substances that can protect against cellular damage. Over time, antioxidants break down. Anti-oxidants break down faster when exposed to light or added heat. Blackberries are a good source of antioxidants such as total monomeric anthocyanins (TMA).\n\nScientists conducted an experiment to study how dif-ferent types and concentrations of pectin (a substance used in jam production) affect the breakdown of TMA in black-berry jam during 6 months of storage.\n\nThe scientists obtained fresh blackberries and deter-mined that the concentration of TMA was 200 mg TMA per 100 g of blackberries. The scientists then made 9 batches of blackberry jam. Each batch used 1 of 3 types of pectin (Pectin X, Y, or Z) at 1 of 3 concentrations (0.3%,0.7%, or 1.0% by mass). For each batch, 6 identical trans-parent jars were obtained. Each batch was equally por-tioned into its 6 jars, which were then capped and submerged in boiling water for 10 min. All jars were then placed in a dark storage area maintained at 20°C.\n\nJars from each batch were selected after storage times of 1 day, 1 month, 3 months, and 6 months. Once selected,a jar was removed from storage, and its contents were ana-lyzed for TMA concentration before being discarded. The results are shown in Table 1.\n\nTable adapted from Mariana-Atena Poiana et al., \"Assessing the Effects of Different Pectins Addition on Color Quality and Antioxidant Properties of Blackberry Jam.\" ©2013 by Poiana et al.\n| Table 1 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Pectin type | Pectin concentration (% by mass) | TMA concentration (mg/100 g of jam) at a storage time of: | | | |\n| | | 1 day | 1 month | 3 months | 6 months |\n| X | 0.3 | 32 | 27 | 24 | 17 |\n| | 0.7 | 34 | 31 | 27 | 20 |\n| | 1.0 | 37 | 34 | 30 | 22 |\n| Y | 0.3 | 36 | 31 | 28 | 21 |\n| | 0.7 | 39 | 37 | 32 | 26 |\n| | 1.0 | 41 | 39 | 34 | 28 |\n| Z | 0.3 | 23 | 19 | 15 | 10 |\n| | 0.7 | 26 | 22 | 20 | 13 |\n| | 1.0 | 28 | 25 | 20 | 15 |", "question": "A total of how many jars were prepared in the experiment? ", "options": {"A": "12 ", "B": "36 ", "C": "48 ", "D": "54"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 202, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Genetics", "context": "You are studying the four genes E, F, G, H. In the chart below, you will find the crossing over frequencies for each pair of genes.", "table_context": null, "tables": "table_1:\n| | F | G | H |\n| --- | --- | --- | --- |\n| E | 22 | 17 | 12 |\n| F | | 5 | 10 |\n| G | | | 5 |", "question": "Which of the following expresses the gene sequence on the chromosome?", "options": {"A": "EGFH", "B": "EGHF", "C": "EHGF", "D": "EFGH", "E": "EFHG"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 203, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Cell Biology", "context": "Professor Dacb has managed to mix up several beakers. He has taken samples from each beaker and enlisted your help in identifying them. Below are the results of a series of reagent tests.", "table_context": null, "tables": "table_1:\n| Beaker | Biuret | Benedict's | Ninhydrin | Iodine | Sudan |\n| --- | --- | --- | --- | --- | --- |\n| 1 | Blue | Blue | Blue | Orange | Rather pale |\n| 2 | Blue | Blue | Pale yellow | Red-orange | Red-orange |\n| 3 | Purple | Blue | Pale yellow | Orange | Rather pale |\n| 4 | Blue | Red precipitate | Pale yellow | Orange-yellow | Rather pale |\n| 5 | Blue | Blue | Pale yellow | Orange | Rather pale |", "question": "Which of the following correctly matches each beaker to its possible contents?", "options": {"A": "1: Gelatin, 2: Corn oil, 3: A solution of asparagine, 4: A solution of glucose, 5: A solution of sucrose", "B": "1: Gelatin, 2: Triglycerides, 3: A solution of asparagine, 4: A solution of sucrose, 5: A solution of glucose", "C": "1: A solution of asparagine, 2: Triglycerides, 3: Gelatin, 4: A solution of glucose, 5: A solution of sucrose", "D": "1: A solution of sucrose, 2: Corn oil, 3: A solution of glucose, 4: A solution of asparagine, 5: Gelatin", "E": "1: A solution of glucose, 2: Triglycerides, 3: A solution of sucrose, 4: A solution of asparagine, 5: Gelatin"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 204, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Genetics", "context": "In 1904, soon after Mendel's work was rediscovered, the French biologist Lucien Cuenot performed experiments with mice that did not appear to follow Mendel's laws. He found that when two yellow-colored mice were crossed, litters with both yellow- and gray-colored offspring were always produced. Over the years, he collected the following data. Yellow x Yellow $\\rightarrow$ 263 yellow-colored mice and 100 gray-colored mice. In 1910, W.E. Castle confirmed Cuenot's results with similar experiments. Their combined data are shown in the table below.", "table_context": null, "tables": "table_1:\n| | Yellow | Gray | Total | % Yellow |\n| --- | --- | --- | --- | --- |\n| Cuenot | 263 | 100 | 363 | 72.45 |\n| Castle | 800 | 435 | 1235 | 64.77 |\n| Total | 1063 | 535 | 1598 | 66.52 |", "question": "Which of the following is the most likely explanation for yellow and gray coat colors in the mice?", "options": {"A": "Gray color is caused by a homozygous recessive condition in either or both of two separate genes that are interacting epistatically.", "B": "Gray color is homozygous recessive, and yellow color can either be homozygous or heterozygous.", "C": "Gray color is homozygous, yellow color is heterozygous, and the yellow allele is lethal when homozygous.", "D": "Yellow color is caused by the recessive allele of a X-linked gene.", "E": "There are fewer gray-colored mice than expected due to double-crossover."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 205, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Plant Biology", "context": null, "table_context": null, "tables": "table_1:\n| Choice | Problem | Adaptation |\n| --- | --- | --- |\n| A. | Waterlogged sediment | Lenticels |\n| B. | Increased salt levels | High salinity tolerance level |\n| C. | Increased salt levels | Proportion of root/above ground biomass decreases |\n| D. | Waterlogged sediment: | Aerial roots |\n| E. | Increased salt levels | Sheds leaves |", "question": "Mangroves tend to grow around the fringes of tropical estuaries and lagoons, as well as in the intertidal regions of tropical coasts. Two key problems for the survival of the mangrove in these areas are waterlogged sediment and increased salinity. Below is the environment condition matched with an adaption of the mangrove. Which of the adaptations to the problems of waterlogged sediment or increased salt levels is FALSE?", "options": {"A": "Waterlogged sediment - Lenticels", "B": "Increased salt levels - High salinity tolerance level", "C": "Increased salt levels - Proportion of root/above ground biomass decreases", "D": "Waterlogged sediment: - Aerial roots", "E": "Increased salt levels - Sheds leaves"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 206, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Ecology", "context": null, "table_context": null, "tables": "table_1:\n| Biome | Typical plant/plant descriptor | Typical animal |\n| --- | --- | --- |\n| A. | Forests vertically layered. | Animal diversity is higher than other terrestrial environs. |\n| B. | Low, widely scattered vegetation. | Many animal species are nocturnal. |\n| C. | Scattered trees found at different densities. | Large, plant-eating mammals. |\n| D. | Dominated by cone-bearing trees. | Diverse mammals |\n| E. | Forests have distinct vertical layers, closed canopy, understory, shrub and herb layers. | Mammals hibernate in winter. |", "question": "Below are the parameters for five biomes. Which biome is characterized by warm temperatures year round and a dry season that can last up to nine months?", "options": {"A": "Forests vertically layered. - Animal diversity is higher than other terrestrial environs.", "B": "Low, widely scattered vegetation. - Many animal species are nocturnal.", "C": "Scattered trees found at different densities. - Large, plant-eating mammals.", "D": "Dominated by cone-bearing trees. - Diverse mammals", "E": "Forests have distinct vertical layers, closed canopy, understory, shrub and herb layers. - Mammals hibernate in winter."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 207, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Ecology", "context": "Question, refer to the following experiment on voles: Two varieties of the same species of voles (meadow mice), albino and red- backed, were used in an experiment. Both varieties were subjected to the predation of a hawk, under controlled laboratory conditions. During the experiment, the floor of the test room was covered on alternate days with white ground cover that matched the albino voles and red- brown cover that matched the red- backed voles. The chart below shows the results of 50 trials.", "table_context": null, "tables": "table_1:\n| | Number of Voles Captured | | |\n| --- | --- | --- | --- |\n| Variety | White Cover | Red-Brown Cover | Total |\n| Albino | 35 | 57 | 92 |\n| Red-backed | 60 | 40 | 100 |\n| Total | 95 | 97 | 192 |", "question": "The purpose of the experiment was to:", "options": {"A": "Compare the agility of the several varieties of voles.", "B": "Compare the effects of protective coloration.", "C": "Decrease the vole population.", "D": "Determine the basic intelligence of hawks and voles.", "E": "Measure the visual acuity of hawks."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 208, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Ecology", "context": "Two varieties of the same species of voles (meadow mice), albino and red- backed, were used in an experiment. Both varieties were subjected to the predation of a hawk, under controlled laboratory conditions. During the experiment, the floor of the test room was covered on alternate days with white ground cover that matched the albino voles and red- brown cover that matched the red- backed voles. The chart below shows the results of 50 trials. ", "table_context": null, "tables": "table_1:\n| | Number of Voles Captured | | |\n| --- | --- | --- | --- |\n| Variety | White Cover | Red-Brown Cover | Total |\n| Albino | 35 | 57 | 92 |\n| Red-backed | 60 | 40 | 100 |\n| Total | 95 | 97 | 192 |", "question": "Which result would have been most likely if only red-brown floor covering had been used?", "options": {"A": "A greater number of red-backed voles would not have survived.", "B": "Ninety-seven red-backed voles would have survived.", "C": "Ninety-five albino voles would have survived.", "D": "There would have been no change in the results.", "E": "The survival rate of the albino voles would have decreased markedly."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 209, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Cell Biology", "context": null, "table_context": null, "tables": "table_1:\n| | KI (μM-1/min) |\n| --- | --- |\n| Cell Type 1 | 8 |\n| Cell Type 2 | 16 |", "question": "You are analyzing a receptor that is expressed on the cell surface of two different cell types (Cell Type I and Cell Type II). Based on the information given in the table below, identify the cell type whose receptor is more sensitive to the ligand?", "options": {"A": "Cell Type 1 is more sensitive, because its $k_{D}$ is larger.", "B": "Cell Type 1 is more sensitive, because its $k_{D}$ is smaller.", "C": "Cell Type 2 is more sensitive, because its $k_{D}$ is larger.", "D": "Cell Type 2 is more sensitive, because its $k_{D}$ is smaller."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 210, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Plant Biology", "context": null, "table_context": null, "tables": "table_1:\n| | C3 plants | C4 plants |\n| --- | --- | --- |\n| A. | Rubisco performs initial carbon fixation step | PEPase performs initial carbon fixation step |\n| B. | Loses water and energy through photorespiration | No or very low photorespiration rate |\n| C. | RuBP initially accepts carbon dioxide | PEP initially accepts carbon dioxide |\n| D. | Most plants | Tropical grasses |\n| E. | Spatial separation of carbon fixation and photosynthesis | Temporal separation of carbon fixation and photosynthesis |", "question": "Which of the following incorrectly compares C3 versus C4 plants?", "options": {"A": "Rubisco performs initial carbon fixation step", "B": "Loses water and energy through photorespiration", "C": "RuBP initially accepts carbon dioxide", "D": "Most plants", "E": "Spatial separation of carbon fixation and photosynthesis"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 211, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Plant Biology", "context": "Consider the following experiment similar to those first performed in the 1950's. Individual Arabidopsis thaliana plants are grown in a hydroponic solution (without soil). Some plants (Group A) are grown in water labeled $(20\\%)$ with oxygen-18 and atmospheric air with unlabeled $\\mathrm{CO}_{2}$ while others (Group B) are grown in unlabeled water and atmospheric air with $50\\%$ of the $\\mathrm{CO}_{2}$ labeled with oxygen-18. Gases produced by the plant are collected for 20 minutes. After 1 day, the following are analyzed for oxygen-18 content: the collected gas, tissue from the plants, and tissue from the plants baked until dry. The results are as follows, where a $+$ indicates a statistically significant enrichment and a - indicates no enrichment:", "table_context": null, "tables": "table_1:\n| | Collected gas | Plant tissue | Dried plant tissue |\n| --- | --- | --- | --- |\n| Group A (H2O labeled) | + | - | - |\n| Group B (CO2 labeled) | - | + | + |", "question": "Assuming that the detailed mechanisms of photosynthesis have not yet been discovered, what would be concluded about photosynthesis from this experiment?", "options": {"A": "The oxygen atoms in plant sugars (or other organic compounds) are derived from water.", "B": "The oxygen atoms in the $\\mathrm{CO}_{2}$ produced by plant respiration originated from water.", "C": "The oxygen atoms in the labeled $\\mathrm{CO}_{2}$ were incorporated into plant sugars (or other organic compounds) only.", "D": "Oxygen $(\\mathrm{O}_{2})$ is formed from the splitting of water during photosynthesis.", "E": "The oxygen in the labeled $\\mathrm{CO}_{2}$ was released as $\\mathrm{O}_{2}$ ."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 212, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Cell Biology", "context": null, "table_context": null, "tables": "table_1:\n| Standard genetic code | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 2nd base | | | | | | | |\n| 1st base | U | | | A | | G | |\n| | UUU | ( Phe/F) Phenylalanine | UCU | UAU | ( Tyr/Y) Tyrosine | UGU | ( Cys/C) Cysteine |\n| U | UUC | UCC | ( Ser/S) Serine | UAC | UGC | ( Cys/C) Cysteine | C |\n| | UUA | UCA | UAA | Stop (Ochre) | UGA | Stop (Gpa) | A |\n| | UUG | UCG | UAG | Stop (Amber) | UGG | ( Tp/W) Tryptophan | G |\n| | CUU | (Ceu/L) Leucine | CUC | CAU | ( His/H) Histidine | CUG | U |\n| | CUC | CCC | ( Pro/P) Proline | CAC | ( Ala/L) Glutamine | CGA | C |\n| | CUA | CCA | ( Ala/L) Glutamine | CAA | ( Gln/L) Glutamine | CGG | A |\n| | CUG | CGG | CAG | ( Gln/L) Glutamine | CGA | ( Ser/S) Serine | U |\n| | AUU | ACU | AUU | ( Asn/N) Asparagine | AGU | ( Ser/S) Serine | U |\n| A | AUC | ACC | ( Thr/T) Threonine | AAC | ( Lys/L) Lysine | AGA | A |\n| | AUA | ACA | AAA | ( Lys/L) Lysine | AGA | ( Arg/R) Arginine | A |\n| | AUG | ( Met/M) Methionine | ACG | AGG | ( Asp/D) Aspartic acid | GUG | U |\n| | GUU | GCU | GAU | ( Asp/D) Aspartic acid | GUG | ( Gly/G) Glycine | C |\n| G | GUC | GCC | GAA | ( Glu/E) Glutamic acid | GGA | ( Gln/L) Glutamine | A |\n| | GUA | GCA | GAG | ( Glu/E) Glutamic acid | GGA | ( Gln/L) Glutamine | A |\n| | GUG | GCC | GAA | ( Glu/E) Glutamic acid | GGA | ( Gln/L) Glutamine | A |", "question": "Influenza is a negative-sense, single-stranded RNA virus, which means that its genome is copied into complementary, positive-sense mRNA that is then translated into protein. Use the codon table provided below to determine what protein sequence is produced by this 3-codon segment of the influenza virus genome. 5'-ACGUACUGU-3'", "options": {"A": "TYC.", "B": "CYT.", "C": "RVT.", "D": "TVR.", "E": "TY*."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 213, "assessment_program": "bowl", "assessment_stage": "final", "subject": "biology", "domain": "Genetics", "context": "The following are the results of a trihybrid cross.", "table_context": null, "tables": "table_1:\n| vcv+ct+ | 580 |\n| --- | --- |\n| v+cvt | 592 |\n| vcvct+ | 45 |\n| v+cv+ct | 40 |\n| vcvt | 89 |\n| v+cv+ct+ | 94 |\n| vcv+ct | 3 |\n| v+cvct+ | 5 |", "question": "Which of the following correctly shows the correct chromosomal map and distance (in CM) between the three genes?", "options": {"A": "v(13,2)ct(6,4)cv,", "B": "cv(13,2)ct(6,4)v.", "C": "ct(13,2)v(6,4)cv.", "D": "ct(6,4)v(13,2)cv.", "E": "v(6,4)cv(13,2)ct."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 214, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Human Physiology", "context": "The concentration of ions inside an amoeba is expressed below as ion-units per milliliter. The composition of the extra-cellular environment (ECE) is given for comparison. Assume the amoeba has been in the environment for some time.", "table_context": null, "tables": "table_1:\n| | \\text{Na}^+ | \\text{K}^+ | \\text{Cl}^- | \\text{HCO}_3^- |\n| --- | --- | --- | --- | --- |\n| Amoeba | 1 | 42 | 3 | 119 |\n| ECE | 21 | 16 | 41 | 119 |", "question": "Simple diffusion alone could account for which ionic concentration inside the amoeba: [Assume the membrane is permeable in some degree to all of the above ions.]", "options": {"A": " $\\text{Na}^+$ ", "B": " $\\text{HCO}_3^-$ ", "C": " $\\text{Na}^+, \\text{K}^+, \\text{Cl}^-$ and $\\text{HCO}_3^-$ ", "D": " $\\text{Na}^+, \\text{Cl}^-$ and $\\text{HCO}_3^-$ ", "E": " $\\text{K}^+"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 215, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Plant Biology", "context": null, "table_context": null, "tables": "table_1:\n| A | Collenchyma cells | Fibers | Sieve tube member |\n| --- | --- | --- | --- |\n| B | Meristematic cells | Tracheary elements | Collenchyma cells |\n| C | Sclereids | Collenchyma cells | Sieve cells |\n| D | Sieve elements | Meristematic cells | Collenchyma cells |\n| E | Vessels members | Meristematic cells | Parenchyma cells |", "question": "Which of the following combinations have only primary walls in a mature plant?", "options": {"A": "Collenchyma cells, Fibers, Sieve tube member", "B": "Meristematic cells, Tracheary elements, Collenchyma cells", "C": "Sclereids, Collenchyma cells, Sieve cells", "D": "Sieve elements, Meristematic cells, Collenchyma cells", "E": "Vessels members, Meristematic cells, Parenchyma cells"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 216, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Plant Biology", "context": "The table below shows data from an experiment with two groups of plants. For two weeks, Group I was not fertilized and Groups II was fertilized. The growth in millimeters of each plant was measured for the each group.", "table_context": null, "tables": "table_1:\n| Group I | Group II |\n| --- | --- |\n| 3.2 | 6.7 |\n| 3.5 | 10.4 |\n| 4.0 | 8.7 |\n| 2.9 | 9.8 |\n| 4.1 | 11.5 |", "question": "Based on the results in the chart below, which statement is true?", "options": {"A": "Experimental populations contained different sample sizes", "B": "After two weeks the mean size of fertilized and unfertilized plants was similar", "C": "The unfertilized group has a larger standard deviation than the fertilized", "D": "In order to observe any differences the experiment should have been run for longer than two weeks", "E": "The fertilized group has a larger standard error than the unfertilized"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 217, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Genetics", "context": null, "table_context": null, "tables": "table_1:\n| Allele | Associated phenotype | Frequency |\n| --- | --- | --- |\n| A^+ | bay (wild type) | 0.4 |\n| A | dark bay (black mane and tail) | 0.2 |\n| a^t | seal brown | 0.1 |\n| a | recessive black | 0.3 |", "question": "You have discovered a series of mutations in the A locus which governs the distribution of pigment in the coat of horses. The alleles, their associated phenotypes, and frequencies in a certain population are as follows:.The order of dominance of the alleles is: $A^+ > A > a^t > a$\n\nWhat are the expected frequencies of the four possible phenotypes, assuming this population is in Hardy-Weinberg equilibrium?", "options": {"A": "0.09 bay, 0.64 dark bay, 0.07 seal brown, 0.2 black", "B": "0.48 bay, 0.2 dark bay, 0.23 seal brown, 0.09 black", "C": "0.48 bay, 0.23 dark bay, 0.2 seal brown, 0.09 black", "D": "0.64 bay, 0.2 dark bay, 0.09 seal brown, 0.07 black", "E": "0.64 bay, 0.2 dark bay, 0.07 seal brown, 0.09 black"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 218, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Genetics", "context": "As a researcher in Nigeria, you are painfully aware of Sickle Cell Anemia. In an effort to address the issue, you study a population of 100 individuals in a rural area by sampling their blood for the normal hemoglobin gene (HBA) and the sickle cell hemoglobin (HbS). To analyze your samples, you perform a Western blot and protein electrophoresis with the following results:", "table_context": null, "tables": "table_1:\n| Genotype | Number of individuals |\n| --- | --- |\n| HbA/HbA | 88 |\n| HbA/HbS | 10 |\n| HbS/HbS | 2 |", "question": "What is the frequency of the HbS allele in this population?", "options": {"A": "0.02.", "B": "0.04.", "C": "0.07", "D": "0.10.", "E": "0.93."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 224, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Ecology", "context": "For Questions 53 through 57, use \"A\" for True and \"B\" for False regarding the description of the indicated biome in all categories.", "table_context": null, "tables": "table_1:\n| Biome | Physical Environment | Chemical Environment | Autotrophs | Heterotrophs |\n| --- | --- | --- | --- | --- |\n| Wetland Marsh | Water-saturated soil | High organic production, high filtering capacity for dissolved nutrients and chemical pollutants | One of the most productive biomes | Diverse community of invertebrates |\n| Ocean Pelagic | Water is constantly mixed | High oxygen levels | Low levels of photosynthetic bacteria | Zooplankton abundant |\n| Coral Reef | High water clarity | Excluded by high inputs of fresh water | High levels of photosynthetic bacteria | Invertebrates include many Cinderella |\n| Intertidal Zone | Exposed by tides twice a day | Oxygen and nutrient levels high | Algae | Worms, clams, and sponges |\n| Estuary | Seawater mixes with fresh water | Salinity varies spatially | Grasses, algae | Oysters, worms, and crabs |", "question": "Intertidal Zone", "options": {"A": "A", "B": "B"}, "option_labels": ["A", "B"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 227, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Ecology", "context": "Consider the following life table for a population of organisms:", "table_context": null, "tables": "table_1:\n| Percentage Maximum Lifespan | # Survivors |\n| --- | --- |\n| 0 | 1000 (at birth) |\n| 10 | 950 |\n| 50 | 900 |\n| 70 | 500 |\n| 90 | 50 |\n| 100 | 0 |", "question": "A species with this life table (and survivorship curve) likely:\n\nI. Is r-selected\nII. Is K-selected\nIII. Produces relatively few offspring\nIV. Has high death rate for the young\nV. Provides high levels of care for young", "options": {"A": "I and III only.", "B": "I, III, and V only.", "C": "II and V only.", "D": "II, III, and IV only.", "E": "II, III, and V only."}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 228, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Ecology", "context": "A geneticist has sequenced the genomes of several flu strains isolated from patients in a recent outbreak and is examining patterns of variation at six single- nucleotide polymorphisms (SNPs). The genotypes are given at the table below. Determine whether the following statements are TRUE (Select \"A\") or FALSE (Select \"B\".", "table_context": null, "tables": "table_1:\n| | Locus 1 | Locus 2 | Locus 3 | Locus 4 | Locus 5 | Locus 6 | |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Outgroup | A | A | G | C | T | C | |\n| Strain 1 | A | A | G | C | A | T | |\n| Strain 2 | A | C | A | C | T | T | |\n| Strain 3 | A | A | G | C | C | C | |\n| Strain 4 | G | A | G | A | A | T | |\n| Strain 5 | A | A | G | A | A | T | |\n| | G | A | G | C | C | T | |\n| Strain 6 | G | C | A | C | C | T | |\n| Strain 7 | G | C | A | C | C | T | |\n| Strain 8 | A | A | G | C | G | T | |", "question": "Locus 5 is likely an example of purifying selection.", "options": {"A": "True", "B": "False"}, "option_labels": ["A", "B"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 229, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Ecology", "context": "A geneticist has sequenced the genomes of several flu strains isolated from patients in a recent outbreak and is examining patterns of variation at six single- nucleotide polymorphisms (SNPs). The genotypes are given at the table below. Determine whether the following statements are TRUE (Select \"A\") or FALSE (Select \"B\".", "table_context": null, "tables": "table_1:\n| | Locus 1 | Locus 2 | Locus 3 | Locus 4 | Locus 5 | Locus 6 | |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Outgroup | A | A | G | C | T | C | |\n| Strain 1 | A | A | G | C | A | T | |\n| Strain 2 | A | C | A | C | T | T | |\n| Strain 3 | A | A | G | C | C | C | |\n| Strain 4 | G | A | G | A | A | T | |\n| Strain 5 | A | A | G | A | A | T | |\n| | G | A | G | C | C | T | |\n| Strain 6 | G | C | A | C | C | T | |\n| Strain 7 | G | C | A | C | C | T | |\n| Strain 8 | A | A | G | C | G | T | |", "question": "Loci 2 and 3, which are 10 base pairs apart, are likely experiencing linkage disequilibrium.", "options": {"A": "True", "B": "False"}, "option_labels": ["A", "B"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 230, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Ecology", "context": "A geneticist has sequenced the genomes of several flu strains isolated from patients in a recent outbreak and is examining patterns of variation at six single- nucleotide polymorphisms (SNPs). The genotypes are given at the table below. Determine whether the following statements are TRUE (Select \"A\") or FALSE (Select \"B\".", "table_context": null, "tables": "table_1:\n| | Locus 1 | Locus 2 | Locus 3 | Locus 4 | Locus 5 | Locus 6 | |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Outgroup | A | A | G | C | T | C | |\n| Strain 1 | A | A | G | C | A | T | |\n| Strain 2 | A | C | A | C | T | T | |\n| Strain 3 | A | A | G | C | C | C | |\n| Strain 4 | G | A | G | A | A | T | |\n| Strain 5 | A | A | G | A | A | T | |\n| | G | A | G | C | C | T | |\n| Strain 6 | G | C | A | C | C | T | |\n| Strain 7 | G | C | A | C | C | T | |\n| Strain 8 | A | A | G | C | G | T | |", "question": "Based on these variable sites, Strain 3 is most closely related to the outgroup.", "options": {"A": "True", "B": "False"}, "option_labels": ["A", "B"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 231, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Ecology", "context": "A geneticist has sequenced the genomes of several flu strains isolated from patients in a recent outbreak and is examining patterns of variation at six single- nucleotide polymorphisms (SNPs). The genotypes are given at the table below. Determine whether the following statements are TRUE (Select \"A\") or FALSE (Select \"B\".", "table_context": null, "tables": "table_1:\n| | Locus 1 | Locus 2 | Locus 3 | Locus 4 | Locus 5 | Locus 6 | |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Outgroup | A | A | G | C | T | C | |\n| Strain 1 | A | A | G | C | A | T | |\n| Strain 2 | A | C | A | C | T | T | |\n| Strain 3 | A | A | G | C | C | C | |\n| Strain 4 | G | A | G | A | A | T | |\n| Strain 5 | A | A | G | A | A | T | |\n| | G | A | G | C | C | T | |\n| Strain 6 | G | C | A | C | C | T | |\n| Strain 7 | G | C | A | C | C | T | |\n| Strain 8 | A | A | G | C | G | T | |", "question": "The allele frequencies at the six loci closely match those predicted by neutral models of evolution.", "options": {"A": "True", "B": "False"}, "option_labels": ["A", "B"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 232, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Ecology", "context": "Consider the table of marine mammal and rat synapomorphies. + indicates the presence and - indicates the absence of the traits. If you were to construct a phylogeny based off the table data, which of the following would be true?", "table_context": null, "tables": "table_1:\n| Species | Dorsal Fin | Teeth | Fusiform | Hind Legs | Body Hair | Blubber | Fluke-like tail |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Blue Whale | + | - | + | - | - | + | + |\n| Sperm Whale | + | + | + | - | - | + | + |\n| Sea Lion | - | + | + | + | + | + | - |\n| Sea Otter | - | + | - | + | + | - | - |\n| Manatee | - | + | - | - | + | + | + |\n| Rat | - | + | - | + | + | - | - |", "question": "Blue whales, sperm whales and manatees display homoplasy with respect to tail shape.", "options": {"A": "True", "B": "False"}, "option_labels": ["A", "B"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 233, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "astrophysics", "domain": "coordinates_and_time", "context": null, "table_context": null, "tables": "table_1:\n| | Deneb | Albireo |\n| --- | --- | --- |\n| Parallax ( \\pi ) | 2.29 mas | 7.51 mas |\n| Declination ( \\delta ) | 45 ° 17' | 27 ° 57' |\n| Right ascension ( \\alpha ) | 20h 41min | 19h 31min |", "question": "Deneb is a very important star in the Northern hemisphere as it is one of the three stars in the Summer Triangle. Deneb ( $\\alpha$ Cyg) is also the brightest star in the Cygnus constellation. Knowing the following information calculate the distance between Deneb and Albireo ( $\\beta$ Cyg).", "options": {"A": "569 pc", "B": "102 pc", "C": "432 pc", "D": "317 pc", "E": "459 pc"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 234, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "astrophysics", "domain": "stellar_systems", "context": null, "table_context": null, "tables": "table_1:\n", "question": "Now, for larger values of $r$ , the discrepancy between the observed and expected rotation curves begins to appear more significant. Assume that the expected rotation curve (dashed gray) curve is calculated off the distribution of all baryonic (“standard”) matter, while the observed rotation curve (solid white) is due to the combination of baryonic matter and dark matter. Within a radius of $r = 40,000$ ly from the galactic center, and according to the graph, which of the following is closest to the ratio between the dark matter mass and the baryonic matter mass enclosed?", "options": {"A": "(a) 2", "B": "(b) 5", "C": "(c) 10", "D": "(d) 25", "E": "(e) 50"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 235, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "analytical_lab_methods", "context": null, "table_context": null, "tables": "table_1:\n| | Apparatus | Purpose |\n| --- | --- | --- |\n| (A) | aspirator | measure height |\n| (B) | buret | measure volume |\n| (C) | calorimeter | measure thermal energy change |\n| (D) | desiccator | store samples in dry conditions |", "question": "Which piece of laboratory apparatus is not used for the purpose listed?", "options": {"A": "A", "B": "B", "C": "C", "D": "D"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 236, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": null, "table_context": null, "tables": "table_1:\n| Substance | PCl 5 (s) | H 2 O(l) | H 3 PO 4 (aq) | HCl(aq) |\n| --- | --- | --- | --- | --- |\n| \\Delta H^\\circ , kJ/mol | -443.5 | -285.8 | -1284.4 | -167.1 |", "question": "PCl<sub>5</sub>(s) reacts with H<sub>2</sub>O(l) according to the equation: $\\text{PCl}_5(\\text{s}) + 4\\text{H}_2\\text{O}(\\text{l}) \\rightarrow \\text{H}_3\\text{PO}_4(\\text{aq}) + 5\\text{HCl}(\\text{aq})$ What is $\\Delta H^\\circ$ for this reaction in kJ·mol<sup>-1</sup>?", "options": {"A": "-722.2", "B": "-533.2", "C": "533.2", "D": "722.2"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 243, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": null, "table_context": null, "tables": "table_1:\n| | \\Delta H^\\circ_f \\text{kJ mol}^{-1} |\n| --- | --- |\n| \\text{OH}^-(aq) | -230 |\n| \\text{HCO}_3^-(aq) | -692 |\n| \\text{CO}_3^{2-}(aq) | -677 |\n| \\text{H}_2\\text{O}(l) | -286 |", "question": "40.0 mL of 0.200 M aqueous NaOH is added to 200.0 mL of 0.100 M aqueous $\\text{NaHCO}_3$ in a flask maintained at $25^\\circ\\text{C}$ . Neglecting the effects of dilution, what is $q$ for this reaction?", "options": {"A": "-41 J", "B": "-74 J", "C": "-330 J", "D": "-820 J"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 244, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "kinetics", "context": null, "table_context": null, "tables": "table_1:\n| [A] 0 , M | [B] 0 , M | Initial rate, M s -1 |\n| --- | --- | --- |\n| 0.050 | 0.100 | 0.085 |\n| 0.050 | 0.200 | 0.170 |\n| 0.100 | 0.300 | 0.510 |", "question": " What is the rate law for the following reaction? $$A + 2 B \\rightarrow C + D$$", "options": {"A": "Rate = $k[A]$", "B": "Rate = $k[B]$", "C": "Rate = $k[A][B]$", "D": "Rate = $k[A][B]^2$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 245, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "equilibrium", "context": "What is the equilibrium constant for the following reaction at $25^\\circ\\text{C}$ ?", "table_context": null, "tables": "table_1:\n| Half-Reaction | E^\\circ , V |\n| --- | --- |\n| \\text{Ag}^+(aq) + e^- \\rightarrow \\text{Ag}(s) | +0.80 |\n| \\text{Cu}^{2+}(aq) + 2e^- \\rightarrow \\text{Cu}(s) | +0.34 |", "question": "$$2 \\text{Ag}^+(aq) + \\text{Cu}(s) \\rightarrow \\text{Cu}^{2+}(aq) + 2 \\text{Ag}(s)$$", "options": {"A": "$6.0 \\times 10^7$", "B": "$3.6 \\times 10^{15}$", "C": "$3.6 \\times 10^{38}$", "D": "$4.2 \\times 10^{42}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 246, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": "The specific heat capacities of three metals are given below.", "table_context": null, "tables": "table_1:\n| Metal | Fe | Pb | Zn |\n| --- | --- | --- | --- |\n| Specific heat, J·g-1·°C-1 | 0.470 | 0.130 | 0.388 |", "question": "If $1.00\\mathrm{g}$ of each metal is heated to $100^\\circ\\mathrm{C}$ and added to $10.0\\mathrm{g}$ of $\\mathrm{H}_2\\mathrm{O}$ at $25.0^\\circ\\mathrm{C}$ , what is the order of the temperatures of the final mixtures from the lowest to the highest?", "options": {"A": "$\\mathrm{Fe}< \\mathrm{Zn}< \\mathrm{Pb}$", "B": "$\\mathrm{Pb}< \\mathrm{Zn}< \\mathrm{Fe}$", "C": "$\\mathrm{Zn}< \\mathrm{Pb}< \\mathrm{Fe}$", "D": "$\\mathrm{Zn}< \\mathrm{Fe}< \\mathrm{Pb}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 247, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "kinetics", "context": "$\\mathrm{A(g) + B(g)\\rightarrow C(g)}$ The data below were obtained for the reaction between A and B.", "table_context": null, "tables": "table_1:\n| Trial | [A]0 (mol·L−1) | [B]0 (mol·L−1) | Initial Rate of Reaction (mol·L−1·s−1) |\n| --- | --- | --- | --- |\n| 1 | 0.10 | 0.10 | 6.5 x 10−5 |\n| 2 | 0.20 | 0.10 | 2.6 x 10−4 |\n| 3 | 0.10 | 0.20 | 6.5 x 10−5 |", "question": "What is the rate law for this reaction?", "options": {"A": "Rate $= \\mathrm{k[A]}$", "B": "Rate $= \\mathrm{k[A][B]}$", "C": "Rate $= \\mathrm{k[A]}^2$", "D": "Rate $= \\mathrm{k[A]}^2[\\mathrm{B}]$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 248, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "chemical_reactions", "context": null, "table_context": null, "tables": "table_1:\n$\\begin{array}{c|cc} \\text{Half-Reaction} & E^\\circ (\\mathrm{V}) \\\\ \\hline 2\\mathrm{H}^{+} + 2\\mathrm{e}^{-} \\rightarrow \\mathrm{H}_2 & 0.00 \\\\ \\mathrm{Pd}^{2+} + 2\\mathrm{e}^{-} \\rightarrow \\mathrm{Pd} & 0.90 \\\\ \\mathrm{O}_2 + 4\\mathrm{H}^{+} + 4\\mathrm{e}^{-} \\rightarrow 2\\mathrm{H}_2\\mathrm{O} & 1.23 \\end{array}$", "question": "According to the equations and data in the table above, which species is the strongest reducing agent of the following choices?", "options": {"A": "$\\mathrm{H}^+$", "B": "$\\mathrm{H}_2$", "C": "$\\mathrm{H}_2\\mathrm{O}$", "D": "$\\mathrm{Pd}^{2+}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 253, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "chemical_reactions", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V |\n| --- | --- |\n| Al3+(aq) + 3 e-→ Al(s) | -1.66 |\n| Zn2+(aq) + 2 e-→ Zn(s) | -0.76 |", "question": "What is $E^\\circ$ for the following reaction?\n\n$$2\\mathrm{Al}^{3 + }(\\mathrm{aq}) + 3\\mathrm{Zn}(\\mathrm{s})\\rightarrow 2\\mathrm{Al}(\\mathrm{s}) + 3\\mathrm{Zn}^{2 + }(\\mathrm{aq})$$", "options": {"A": "$-1.04\\mathrm{V}$", "B": "$-0.90\\mathrm{V}$", "C": "$0.90\\mathrm{V}$", "D": "$1.04\\mathrm{V}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 254, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "equilibrium", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V (at 298 K) |\n| --- | --- |\n| Hg2+ + 2e-→ 2 Hg(l) | +0.80 |\n| Hg2Cl2(s) + 2e-→ 2 Hg(l) + 2 Cl(aq) | +0.31 |", "question": "What is the $K_{\\mathrm{sp}}$ of $\\mathrm{Hg_2Cl_2}$ at $298\\mathrm{K}$ ?", "options": {"A": "$2.6\\times 10^{-17}$", "B": "$3.3\\times 10^{-11}$", "C": "$5.1\\times 10^{-9}$", "D": "$5.7\\times 10^{-6}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 255, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": null, "table_context": null, "tables": "table_1:\n| Substance | ΔHf, kJ mol-1 | S°, J mol-1 K-1 |\n| --- | --- | --- |\n| H2(g) | 0 | 131 |\n| N2(g) | 0 | 192 |\n| NH3(g) | -46 | 193 |", "question": "What is the standard Gibbs free energy of formation, $\\Delta G_{\\mathrm{f}}^{\\circ}$ , of $\\mathrm{NH}_3(g)$ at $298 \\mathrm{K}$ ?", "options": {"A": "$-104 \\mathrm{kJ} \\mathrm{mol}^{-1}$", "B": "$-16 \\mathrm{kJ} \\mathrm{mol}^{-1}$", "C": "$-7 \\mathrm{kJ} \\mathrm{mol}^{-1}$", "D": "$13 \\mathrm{kJ} \\mathrm{mol}^{-1}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 256, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V |\n| --- | --- |\n| Ni2+(aq) + 2e- → Ni(s) | -0.23 |\n| Ag+(aq) + e- → Ag(s) | +0.80 |", "question": "What is the standard cell potential of the following electrochemical cell? \n\n$$\\mathrm{Ni(s)}|\\mathrm{Ni}^{2 + }(aq),1.0\\mathrm{M}||\\mathrm{Ag}^{+}(aq),1.0\\mathrm{M}|\\mathrm{Ag(s)}$$", "options": {"A": "-1.83 V", "B": "0.57 V", "C": "1.03 V", "D": "1.83 V"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 258, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "equilibrium", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V |\n| --- | --- |\n| Ca2+(aq) + 2 e- → Ca(s) | -2.87 V |\n| Ca(OH)2(s) + 2 e- → Ca(s) + 2 OH-(aq) | -3.02 V |", "question": "What is the $K_{\\mathrm{sp}}$ of $\\mathrm{Ca(OH)_2}$ at $298\\mathrm{K}$ ?", "options": {"A": "$1.6\\times 10^{-6}$", "B": "$3.1\\times 10^{-6}$", "C": "$8.4\\times 10^{-6}$", "D": "$2.9\\times 10^{-3}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 259, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": null, "table_context": null, "tables": "table_1:\n| Species | ΔHF, kJ mol-1 |\n| --- | --- |\n| C2H6(g) | -84.7 |\n| H(g) | 217.9 |\n| C(g) | 718.4 |", "question": "If the average carbon-hydrogen bond dissociation enthalpy in ethane is $416\\mathrm{kJ}\\mathrm{mol}^{-1}$ , what is the bond dissociation enthalpy of the carbon-carbon bond in ethane?", "options": {"A": "$164\\mathrm{kJ}\\mathrm{mol}^{-1}$", "B": "$333\\mathrm{kJ}\\mathrm{mol}^{-1}$", "C": "$386\\mathrm{kJ}\\mathrm{mol}^{-1}$", "D": "$404\\mathrm{kJ}\\mathrm{mol}^{-1}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 260, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "chemical_reactions", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V |\n| --- | --- |\n| Cu+(aq) + e- → Cu(s) | +0.52 |\n| Co2+(aq) + 2 e- → Co(s) | -0.28 |\n| In3+(aq) + 3 e- → In(s) | -0.34 |", "question": "Which reactions are spontaneous under standard conditions?\n\nI. $2\\mathrm{Cu}^{+}(\\mathrm{aq}) + \\mathrm{Co}(\\mathrm{s})\\rightarrow \\mathrm{Co}^{2+}(\\mathrm{aq}) + 2\\mathrm{Cu}(\\mathrm{s})$\nII. $3\\mathrm{Co}^{2+}(\\mathrm{aq}) + 2\\mathrm{In}(\\mathrm{s})\\rightarrow 2\\mathrm{In}^{3+}(\\mathrm{aq}) + 3\\mathrm{Co}(\\mathrm{s})$", "options": {"A": "1 only", "B": "II only", "C": "Both I and II", "D": "Neither I nor II"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 261, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | | E°, V |\n| --- | --- | --- |\n| Zn2+(aq) + 2 e- → Zn(s) | | -0.762 |\n| AgCl(s) + e- → Ag(s) + Cl-(aq) | | +0.222 |", "question": "What is the cell potential of the following galvanic cell under the stated conditions at $298\\mathrm{K}$ ?\n\n$$\\mathrm{Zn(s)}|\\mathrm{Zn^{2 + }(aq,1.0\\times 10^{-4}M)}||\\mathrm{AgCl(s)}|\\mathrm{Ag(s),Cl^{-}(aq,0.50M)}$$", "options": {"A": "$+0.884\\mathrm{V}$", "B": "$+0.984\\mathrm{V}$", "C": "$+1.084\\mathrm{V}$", "D": "$+1.120\\mathrm{V}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 262, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": "A galvanic cell is constructed under standard conditions using cobalt in cobalt(II) nitrate solution and indium in indium(III) nitrate solution.", "table_context": null, "tables": "table_1:\n| Half-reaction | E°, V |\n| --- | --- |\n| Co2+(aq) + 2e- → Co(s) | -0.28 |\n| In3+(aq) + 3e- → In(s) | -0.34 |", "question": "Which statements about this cell are correct?I. The standard cell potential is $0.46\\mathrm{V}$ II. Indium is the anode.", "options": {"A": "I only", "B": "II only", "C": "Both I and II", "D": "Neither I nor II"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 263, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": null, "table_context": null, "tables": "table_1:\n| Substance | ΔH°f, kJ mol-1 | S°, J mol-1 K-1 |\n| --- | --- | --- |\n| N2(g) | 0 | 191.6 |\n| O2(g) | 0 | 205.2 |\n| NO(g) | 90.3 | 210.8 |", "question": "What is $\\Delta G^f\\circ$ of $\\mathrm{NO(g)}$ at $298\\mathrm{K}$ ?", "options": {"A": "27.5 kJ mol-1", "B": "86.6 kJ mol-1", "C": "145.7 kJ mol-1", "D": "153.1 kJ mol-1"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 264, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": null, "table_context": null, "tables": "table_1:\n| Species | ΔH°f, kJ mol-1 |\n| --- | --- |\n| OH (aq) | -230 |\n| HSO4- (aq) | -886 |\n| SO42- (aq) | -909 |\n| H2O(l) | -286 |", "question": "4.00 mL of $2.00\\mathrm{M}$ aqueous $\\mathrm{NaOH}$ is added to $100.0\\mathrm{mL}$ of $0.200\\mathrm{M}$ aqueous $\\mathrm{NaHSO_4}$ , all initially at $25.00^\\circ\\mathrm{C}$ , in a well-insulated flask. Neglecting the effects of dilution, and assuming that volumes are additive and that all solutions have the same density and specific heat capacity as pure water, what is the final temperature of the mixture?", "options": {"A": "$25.18^\\circ\\mathrm{C}$", "B": "$26.06^\\circ\\mathrm{C}$", "C": "$26.45^\\circ\\mathrm{C}$", "D": "$28.63^\\circ\\mathrm{C}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 265, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": null, "table_context": null, "tables": "table_1:\n| Half-reaction | E°, V |\n| --- | --- |\n| TeO2(s) + 4 H+(aq) + 4e- → <br>Te(s) + 2 H2O(l) | +0.59 |\n| MnO4-(aq) + 8 H+(aq) + 5e- → <br>Mn2+(aq) + 4 H2O | +1.51 |", "question": "What is $E^\\circ$ for the following redox reaction?\n\n$5\\mathrm{Te}(s) + 4\\mathrm{MnO}_4^-(aq) + 12\\mathrm{H}^+(aq)\\rightarrow$\n$5\\mathrm{TeO}_2(s) + 4\\mathrm{Mn}^{2 + }(aq) + 6\\mathrm{H}_2\\mathrm{O}(l)$", "options": {"A": "-3.09 V", "B": "0.92 V", "C": "3.09 V", "D": "5.19 V"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 266, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "atomic_structure", "context": null, "table_context": null, "tables": "table_1:\n| Measurement | Mass of crucible and solid |\n| --- | --- |\n| 0 | 12.00 g |\n| 1 | 11.48 g |\n| 2 | 11.24 g |\n| 3 | 11.25 g |\n| 4 | 11.24 g |", "question": "A $2.00\\mathrm{g}$ sample of $\\mathrm{NaHCO}_3(s)$ is heated in a $10.00\\mathrm{g}$ crucible to drive off $\\mathrm{H}_2\\mathrm{O}$ and $\\mathrm{CO}_2$ . The mass data in the table were collected by heating the crucible and then periodically letting it cool to room temperature and reweighing it. Which is the first measurement after which heating could have been stopped?", "options": {"A": "Measurement 1", "B": "Measurement 2", "C": "Measurement 3", "D": "Measurement 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 267, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "equilibrium", "context": null, "table_context": null, "tables": "table_1:\n| Species | ΔG°f (298 K), kJ mol-1 |\n| --- | --- |\n| Ag+(aq) | 77.1 |\n| Br-(aq) | -102.8 |\n| AgBr(s) | -96.9 |", "question": "What is the $K_{\\mathrm{sp}}$ of $\\mathrm{AgBr}$ at $298\\mathrm{K}$ ?", "options": {"A": "$3.3\\times 10^{-13}$", "B": "$3.1\\times 10^{-14}$", "C": "$1.0\\times 10^{-17}$", "D": "$3.2\\times 10^{-22}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 268, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": null, "table_context": null, "tables": "table_1:\n| Half-reaction | E°, V |\n| --- | --- |\n| CO2(g) + 6 H+(aq) + 6 e- → CH3OH(l) + H2O(l) | -0.02 |\n| O2(g) + 4 H+(aq) + 4 e- → 2 H2O(l) | 1.23 |", "question": "What is the standard potential of a fuel cell where methanol is oxidized to carbon dioxide and oxygen is reduced to water?", "options": {"A": "0.30 V", "B": "0.31 V", "C": "1.21 V", "D": "1.25 V"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 269, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "bonding_structure", "context": "The formulas and boiling points of three compounds are given in this table.", "table_context": null, "tables": "table_1:\n| Formula | CH3CH2CH3 | CH3OCH3 | CH3CHO |\n| --- | --- | --- | --- |\n| BP, K | 231 | 250 | 294 |", "question": "The trend in boiling points is best attributed to variations in", "options": {"A": "covalent bonding.", "B": "dipole forces.", "C": "dispersion forces.", "D": "hydrogen bonding."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 270, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": "One of the steps in the manufacture of nitric acid is represented by the equation 3NO2(g) + H2O(l) → 2HNO3(aq) + NO(g) for which ΔH° = -136.5kJ/mol.", "table_context": null, "tables": "table_1:\n| Substance | NO2(g) | H2O(l) | HNO3(aq) | NO(g) |\n| --- | --- | --- | --- | --- |\n| ΔH°formation | ? | -285.8 | -207.0 | 91.3 |", "question": "Determine ΔH° formation for NO2 in kJ/mol.", "options": {"A": "33.2", "B": "99.6", "C": "102.2", "D": "157.0"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 271, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "kinetics", "context": "Hemoglobin (Hb) reacts with carbon monoxide according to the equation 4Hb + 3CO → Hb4(CO)3", "table_context": null, "tables": "table_1:\n| Trial | [Hb], M | [CO], M | Initial rate of disappearance of Hb M·s-1 |\n| --- | --- | --- | --- |\n| 1 | 1.50 × 10-6 | 1.00 × 10-6 | 9.20 × 10-7 |\n| 2 | 3.00 × 10-6 | 1.00 × 10-6 | 1.84 × 10-6 |\n| 3 | 3.00 × 10-6 | 3.00 × 10-6 | 5.52 × 10-6 |", "question": "What is the rate law for this reaction at 20°C?", "options": {"A": "Rate = k[Hb][CO]", "B": "Rate = k[Hb][CO]^2", "C": "Rate = k[Hb]^2[CO]", "D": "Rate = k[Hb][CO]^3"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 272, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "equilibrium", "context": "Equal volumes of 1×10⁻⁴M solutions of Cd²⁺ and CO3²⁻ ions are mixed in one flask and equal volumes of 1×10⁻⁴M solutions of Ag⁺ and CrO4²⁻ ions are mixed in a second.", "table_context": null, "tables": "table_1:\n| Formula | CdCO3 | Ag2CrO4 |\n| --- | --- | --- |\n| Ksp | 5.2 × 10-12 | 1.1 × 10-12 |", "question": "Which substances precipitate?", "options": {"A": "CdCO3 only", "B": "Ag2CrO4 only", "C": "Both", "D": "Neither"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 273, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "acids_bases", "context": "When the permanganate ion, $\\mathrm{MnO}_4^-$ , acts as an oxidizing agent it forms different products depending on the pH of the solution.", "table_context": null, "tables": "table_1:\n| | acidic | basic | neutral |\n| --- | --- | --- | --- |\n| A | Mn2+ | Mn(OH)2 | MnO2 |\n| B | Mn2+ | MnO4- | MnO2 |\n| C | MnO2 | MnO4- | Mn(OH)2 |\n| D | Mn2+ | Mn(OH)2 | MnO4- |", "question": "Which species correspond to the conditions listed?", "options": {"A": "A", "B": "B", "C": "C", "D": "D"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 274, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "kinetics", "context": "Iodine monochloride reacts with hydrogen according to the equation: $2\\mathrm{ICl}(\\mathrm{g}) + \\mathrm{H}_2(\\mathrm{g})\\rightarrow \\mathrm{I}_2(\\mathrm{g}) + 2\\mathrm{HCl}(\\mathrm{g})$", "table_context": null, "tables": "table_1:\n| [ICl], M | [H2], M | Initial Rate, M·s-1 |\n| --- | --- | --- |\n| 0.10 | 0.10 | 0.030 |\n| 0.20 | 0.10 | 0.060 |\n| 0.10 | 0.050 | 0.015 |", "question": "The rate data below have been obtained. What is the rate law for the reaction?", "options": {"A": "Rate $= \\mathrm{k}[ICl][H_2]$", "B": "Rate $= \\mathrm{k}[ICl]^2 [H_2]$", "C": "Rate $= \\mathrm{k}[ICl][H_2]^{1 / 2}$", "D": "Rate $= \\mathrm{k}[ICl]^2 [H_2]^{1 / 2}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 275, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": "$\\mathrm{Cu(s)}|\\mathrm{Cu^{2 + }(aq)}||\\mathrm{NO_3^{-}(aq)}|\\mathrm{NO(s)}|\\mathrm{Pt(s)}$", "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V |\n| --- | --- |\n| NO3-(aq) + 4H+(aq) + 3e- → NO(g) + 2H2O(l) | 0.960 |\n| Cu2+(aq) + 2e- → Cu(s) | 0.340 |", "question": "What is the $\\Delta G^\\circ$ value for the electrochemical cell below?", "options": {"A": "-753 kJ", "B": "-359 kJ", "C": "-179 kJ", "D": "-59.8 kJ"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 276, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V |\n| --- | --- |\n| Cu2+(aq) + 2e- → Cu(s) | 0.340 |\n| Sn2+(aq) + 2e- → Sn(s) | -0.136 |\n| Fe2+(aq) + 2e- → Fe(s) | -0.440 |\n| Zn2+(aq) + 2e- → Zn(s) | -0.763 |\n| Mg2+(aq) + 2e- → Mg(s) | -2.37 |", "question": "According to the standard reduction potentials above, cathodic protection of iron can be achieved by", "options": {"A": "Cu(s) only.", "B": "Cu(s) and Sn(s) only.", "C": "Mg(s) only.", "D": "Mg(s) and Zn(s) only."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 277, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "chemical_reactions", "context": "The combustion of 2-propanol ( $M = 60.0\\mathrm{g}\\cdot \\mathrm{mol}^{-1}$ ) occurs according to the equation,\n\n$2\\mathrm{CH}_3\\mathrm{CHOHCH}_3(\\mathrm{l}) + 9\\mathrm{O}_2(\\mathrm{g})\\rightarrow 6\\mathrm{CO}_2(\\mathrm{g}) + 8\\mathrm{H}_2\\mathrm{O}(\\mathrm{l})$", "table_context": null, "tables": "table_1:\n| | CH3CHOHCH3(l) | CO2(g) | H2O(l) |\n| --- | --- | --- | --- |\n| ΔHf, kJ·mol-1 | -318.2 | -393.5 | -285.8 |", "question": "What is $q$ for the combustion of $15.0\\mathrm{g}$ of 2-propanol?", "options": {"A": "$-5.01\\times 10^{2}\\mathrm{kJ}$", "B": "$-1.00\\times 10^{3}\\mathrm{kJ}$", "C": "$-2.01\\times 10^{3}\\mathrm{kJ}$", "D": "$-4.01\\times 10^{3}\\mathrm{kJ}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 279, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "equilibrium", "context": "A 10.0 g piece of gallium ( $M = 69.7$ ) at $25.0^\\circ\\mathrm{C}$ is placed in $10.0\\mathrm{g}$ of $\\mathrm{H}_2\\mathrm{O}$ at $55.0^\\circ\\mathrm{C}$.", "table_context": null, "tables": "table_1:\n| | Cp J·g-1·K-1 | melting point °C | ΔHfus, kJ·mol-1 |\n| --- | --- | --- | --- |\n| Ga | 0.371 | 30.0 | 5.576 |\n| H2O | 4.184 | | |", "question": "What is the final temperature when this system comes to equilibrium? (Assume the specific heat capacity of liquid Ga is the same as that of solid Ga.)", "options": {"A": "$35.0^\\circ\\mathrm{C}$", "B": "$38.1^\\circ\\mathrm{C}$", "C": "$41.8^\\circ\\mathrm{C}$", "D": "$52.6^\\circ\\mathrm{C}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 280, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "kinetics", "context": "When the kinetics of the reaction, $2\\mathrm{A} + 2\\mathrm{B}\\rightarrow \\mathrm{C}$, were studied using the method of initial rates, the data in the table below were obtained.", "table_context": null, "tables": "table_1:\n| Trial | [A]0 in mol·L-1 | [B]0 in mol·L-1 | Initial Rate of Formation of C in mol·L-1·s-1 |\n| --- | --- | --- | --- |\n| 1 | 0.060 | 0.040 | 3.6 x 10-4 |\n| 2 | 0.060 | 0.080 | 7.2 x 10-4 |\n| 3 | 0.030 | 0.12 | 5.4 x 10-4 |", "question": "What is the rate law for the reaction?", "options": {"A": "Rate $= \\mathrm{k[A][B]}$", "B": "Rate $= \\mathrm{k[A]}^2[\\mathrm{B}]$", "C": "Rate $= \\mathrm{k[A][B]}^2$", "D": "Rate $= \\mathrm{k[A]}^2[\\mathrm{B}]^2$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 281, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "acids_bases", "context": "$\\mathrm{MnO}_{4}^{-} + 5\\mathrm{Fe}^{2 + } + 8\\mathrm{H}^{+}\\rightarrow \\mathrm{Mn}^{2 + } + 5\\mathrm{Fe}^{3 + } + 4\\mathrm{H}_{2}\\mathrm{O}$ $E^\\circ = 0.743\\mathrm{V}$", "table_context": null, "tables": "table_1:\n| [MnO4] | [Fe2+] | [Mn2+] | [Fe3+] | pH |\n| --- | --- | --- | --- | --- |\n| 2.3×10-2 M | 1×10-4 M | 1.0 M | 1.0 M | 3.00 |", "question": "What is the value of $E$ for the cell based on the reaction above at $25^\\circ\\mathrm{C}$ for the following conditions?", "options": {"A": "0.20 V", "B": "0.45 V", "C": "0.64 V", "D": "1.28 V"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 282, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": "What is $\\Delta H^{\\circ}$ for the reaction shown?\n\n$$2\\mathrm{H}_{2}\\mathrm{S}(\\mathrm{g}) + 3\\mathrm{O}_{2}(\\mathrm{g})\\rightarrow 2\\mathrm{H}_{2}\\mathrm{O}(\\mathrm{l}) + 2\\mathrm{SO}_{2}(\\mathrm{g})$$", "table_context": null, "tables": "table_1:\n| Compound | ΔH°f, kJ mol-1 |\n| --- | --- |\n| H2S(g) | -20.15 |\n| H2O(l) | -285.8 |\n| SO2(g) | -296.4 |", "question": "What is $\\Delta H^{\\circ}$ for the reaction shown?", "options": {"A": "$-19.4\\mathrm{kJ mol}^{-1}$", "B": "$-374.7\\mathrm{kJ mol}^{-1}$", "C": "$-562.1\\mathrm{kJ mol}^{-1}$", "D": "$-1124.1\\mathrm{kJ mol}^{-1}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 283, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": "What is $\\Delta G^{\\circ}$ of $\\mathrm{CH}_4(\\mathrm{g})$ at $298\\mathrm{K}$ ? (All data are given at 298 K.)", "table_context": null, "tables": "table_1:\n| Substance | ΔH°, kJ mol-1 | S°, J mol-1 K-1 | ΔG°, kJ mol-1 |\n| --- | --- | --- | --- |\n| CH4(g) | -74.8 | 186.3 | |\n| H2(g) | 0.0 | 130.7 | 0.0 |\n| CO2(g) | -393.5 | 213.7 | -394.4 |\n| H2O(g) | -241.8 | 188.8 | -228.6 |", "question": "What is $\\Delta G^{\\circ}$ of $\\mathrm{CH}_4(\\mathrm{g})$ at $298\\mathrm{K}$ ?", "options": {"A": "$-50.7\\mathrm{kJ mol}^{-1}$", "B": "$-75.7\\mathrm{kJ mol}^{-1}$", "C": "$-98.0\\mathrm{kJ mol}^{-1}$", "D": "$-130.3\\mathrm{kJ mol}^{-1}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 284, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": "What is the standard reduction potential of $\\mathrm{Hg^{2 + }(aq)}$ to $\\mathrm{Hg(l)}$ ?", "table_context": null, "tables": "table_1:\n| Half Reaction | E°, V |\n| --- | --- |\n| 2 Hg2+(aq) + 2e- → Hg2+(aq) | +0.90 |\n| Hg2+(aq) + 2e- → 2 Hg(l) | +0.80 |", "question": "What is the standard reduction potential of $\\mathrm{Hg^{2 + }(aq)}$ to $\\mathrm{Hg(l)}$ ?", "options": {"A": "$+1.70\\mathrm{V}$", "B": "$+0.85\\mathrm{V}$", "C": "$+0.10\\mathrm{V}$", "D": "$-0.10\\mathrm{V}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 285, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "kinetics", "context": "The initial rate of the reaction $\\mathrm{A} + \\mathrm{B}\\rightarrow$ products varies with the initial concentrations of A and B as follows:", "table_context": null, "tables": "table_1:\n| [A], M | [B], M | Initial rate, M s-1 |\n| --- | --- | --- |\n| 0.20 | 0.30 | 2.1 × 10-4 |\n| 0.40 | 0.30 | 4.2 × 10-4 |\n| 0.20 | 0.90 | 1.9 × 10-3 |", "question": "What is the rate law for this reaction?", "options": {"A": "Rate $= k[\\mathrm{A}]$", "B": "Rate $= k[\\mathrm{A}][\\mathrm{B}]$", "C": "Rate $= k[\\mathrm{A}]^2[\\mathrm{B}]$", "D": "Rate $= k[\\mathrm{A}][\\mathrm{B}]^2$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 286, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "equilibrium", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V (at 298 K) |\n| --- | --- |\n| $\\mathrm{Fe}^{2+}(aq) + 2e^- \\rightarrow \\mathrm{Fe}(s)$ | -0.44 |\n| $\\mathrm{Fe(OH)}_2(s) + 2e^- \\rightarrow \\mathrm{Fe}(s) + 2 OH^-(aq)$ | -0.89 |", "question": "What is the $K_{\\mathrm{sp}}$ of $\\mathrm{Fe(OH)_2}$ at $298\\mathrm{K}$ ?", "options": {"A": "$2.4\\times 10^{-8}$", "B": "$6.0\\times 10^{-16}$", "C": "$1.0\\times 10^{-45}$", "D": "$8.3\\times 10^{-46}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 287, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V |\n| --- | --- |\n| $\\mathrm{Cd}^{2+}(aq) + 2e^- \\rightarrow \\mathrm{Cd}(s)$ | -0.40 |\n| $\\mathrm{Tl}^{+}(aq) + e^- \\rightarrow \\mathrm{Tl}(s)$ | -0.34 |\n| $\\mathrm{AgCl(s)} + e^- \\rightarrow \\mathrm{Ag}(s) + \\mathrm{Cl}^{-}(aq)$ | +0.22 |\n| $\\mathrm{Cu}^{2+}(aq) + 2e^- \\rightarrow \\mathrm{Cu}(s)$ | +0.34 |", "question": "Which electrochemical cell has the greatest (most positive) standard cell potential?", "options": {"A": "$\\mathrm{Cu(s)}|\\mathrm{Cu}^{2 + }(\\mathrm{aq})|\\mathrm{Cd}^{2 + }(\\mathrm{aq})|\\mathrm{Cd}(\\mathrm{s})$", "B": "$\\mathrm{Tl(s)}|\\mathrm{Tl}^{+}(\\mathrm{aq})|\\mathrm{AgCl(s)}|\\mathrm{Ag(s)},\\mathrm{Cl}^{-}(\\mathrm{aq})$", "C": "$\\mathrm{Cd(s)}|\\mathrm{Cd}^{2 + }(\\mathrm{aq})|\\mathrm{AgCl(s)}|\\mathrm{Ag(s)},\\mathrm{Cl}^{-}(\\mathrm{aq})$", "D": "$\\mathrm{Tl(s)}|\\mathrm{Tl}^{+}(\\mathrm{aq})|\\mathrm{Cu}^{2 + }(\\mathrm{aq})|\\mathrm{Cu(s)}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 288, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "nuclear_chemistry", "context": "An irreversible reaction $\\mathrm{A} + \\mathrm{B}\\rightarrow$ products is monitored in buffered aqueous solution under conditions where [B] $>>$ [A] by measuring the concentration of A as a function of time. The decay of A is found to be first-order under these conditions, with the half-life for its disappearance varying as shown.", "table_context": null, "tables": "table_1:\n| [B] | pH | Half-life for disappearance of A |\n| --- | --- | --- |\n| 0.100 M | 1.00 | 120 s |\n| 0.200 M | 1.00 | 60 s |\n| 0.200 M | 1.50 | 190 s |", "question": "What is the rate law for this reaction?", "options": {"A": "Rate $= k[A][B][H^{-}]$", "B": "Rate $= k[A][B]$", "C": "Rate $= k[A][H^{+}]^{2} / [B]$", "D": "Rate $= k[A][B][H^{+}]^{2}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 289, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": null, "table_context": null, "tables": "table_1:\n| Half-Reaction | E°, V |\n| --- | --- |\n| MnO4-(aq) + 8 H+(aq) + 5 e- → Mn2+(aq) + 4 H2O(l) | +1.51 |\n| MnO2(s) + 4 H+(aq) + 2 e- → Mn2+(aq) + 2 H2O(l) | +1.23 |\n| MnO4-(aq) + 4 H+(aq) + 3 e- → MnO2(s) + 2 H2O(l) | ???? |", "question": "What is the standard reduction potential for the reduction of permanganate ion to manganese dioxide in acidic solution?", "options": {"A": "$+0.28\\mathrm{V}$", "B": "$+1.37\\mathrm{V}$", "C": "$+1.43\\mathrm{V}$", "D": "$+1.70\\mathrm{V}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 290, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": "The standard enthalpy of formation of $\\mathrm{NO_2(g)}$ is $33.1\\mathrm{kJmol^{-1}}$ .", "table_context": null, "tables": "table_1:\n| Bond | Bond dissociation enthalpy, kJ mol-1 |\n| --- | --- |\n| N≡N | 945.4 |\n| O=O | 498.4 |", "question": "What is the average bond dissociation enthalpy of a nitrogen-oxygen bond in $\\mathrm{NO_2(g)}$ ?", "options": {"A": "$469.0\\mathrm{kJmol^{-1}}$", "B": "$502.1\\mathrm{kJmol^{-1}}$", "C": "$705.4\\mathrm{kJmol^{-1}}$", "D": "$738.5\\mathrm{kJmol^{-1}}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 291, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "kinetics", "context": "In a reaction $\\mathrm{A} + 2\\mathrm{B}\\rightarrow \\mathrm{C} + \\mathrm{D}$ , initial rates were measured as shown in the table.", "table_context": null, "tables": "table_1:\n| [A]0, M | [B]0, M | Initial rate, M s-1 |\n| --- | --- | --- |\n| 0.120 | 0.300 | 1.80 × 10-5 |\n| 0.180 | 0.450 | 4.05 × 10-5 |\n| 0.080 | 0.200 | 8.00 × 10-6 |\n| 0.200 | 0.400 | ??? |", "question": "What is the initial rate of the reaction with $[A]_0 = 0.200\\mathrm{M}$ and $[\\mathrm{B}]_0 = 0.400\\mathrm{M}$ ?", "options": {"A": "$3.20\\times 10^{-5}\\mathrm{M s}^{-1}$", "B": "$4.00\\times 10^{-5}\\mathrm{M s}^{-1}$", "C": "$5.00\\times 10^{-5}\\mathrm{M s}^{-1}$", "D": "It cannot be determined from the information given."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 292, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "equilibrium", "context": "To a solution that is 0.010 M each in fluoride, sulfite, and phosphate ions is added dropwise a 1.00 M solution of $\\mathrm{CaCl}_2$ .", "table_context": null, "tables": "table_1:\n| Solid | Ksp |\n| --- | --- |\n| CaSO3 | 6.8 × 10-8 |\n| CaF2 | 5.3 × 10-9 |\n| Ca3(PO4)2 | 1.0 × 10-25 |", "question": "In what order will the solids precipitate?", "options": {"A": "First $\\mathrm{Ca_3(PO_4)_2}$ , then $\\mathrm{CaF_2}$ , last $\\mathrm{CaSO_3}$", "B": "First $\\mathrm{Ca_3(PO_4)_2}$ , then $\\mathrm{CaSO_3}$ , last $\\mathrm{CaF_2}$", "C": "First $\\mathrm{CaSO_3}$ , then $\\mathrm{CaF_2}$ , last $\\mathrm{Ca_3(PO_4)_2}$", "D": "First $\\mathrm{CaF_2}$ , then $\\mathrm{CaSO_3}$ , last $\\mathrm{Ca_3(PO_4)_2}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 293, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "kinetics", "context": "The rate of the gas-phase reaction of nitrogen dioxide with carbon monoxide at $177^\\circ\\mathrm{C}$ was measured under three different sets of concentrations as shown. What is the rate law for this reaction under these conditions?", "table_context": null, "tables": "table_1:\n| | Initial [NO2], mol L-1 | Initial [CO], mol L-1 | Initial rate, mol L-1 min-1 |\n| --- | --- | --- | --- |\n| Ex 1 | 4.0 × 10-4 | 1.7 × 10-2 | 1.70 × 10-7 |\n| Ex 2 | 4.0 × 10-4 | 3.4 × 10-2 | 1.70 × 10-7 |\n| Ex 3 | 1.2 × 10-3 | 3.4 × 10-2 | 1.53 × 10-6 |", "question": "$\\mathrm{NO_2(g) + CO(g)\\rightarrow NO(g) + CO_2(g)}$", "options": {"A": "$\\mathrm{Rate} = k[\\mathrm{NO}_2]$", "B": "$\\mathrm{Rate} = k[\\mathrm{NO}_2]^2$", "C": "$\\mathrm{Rate} = k[\\mathrm{CO}]$", "D": "$\\mathrm{Rate} = k[\\mathrm{NO}_2][\\mathrm{CO}]$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 294, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": null, "table_context": null, "tables": "table_1:\n| Half-reaction | E°, V |\n| --- | --- |\n| H2SeO3(aq) + 4 H+(aq) + 4e- → Se(s) + 3 H2O(l) | 0.74 |\n| HSeO4-(aq) + 3 H+(aq) + 2e- → H2SeO3(aq) + H2O(l) | 1.15 |\n| HSeO4-(aq) + 7 H+(aq) + 6e- → Se(s) + 4 H2O(l) | ??? |", "question": "What is the standard reduction potential of hydrogen selenate ion to form elemental selenium under acidic conditions at 298 K?", "options": {"A": "$0.88\\mathrm{V}$", "B": "$0.94\\mathrm{V}$", "C": "$1.56\\mathrm{V}$", "D": "$1.89\\mathrm{V}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 295, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": "The cathodic compartment of an electrolytic cell is 0.100 M in the ions $\\mathrm{Fe}(\\mathrm{CN})_6^{3 - }$ and $\\mathrm{Cu}^{2 + }$ and has a chemically inert electrode. As current is passed through the cell,", "table_context": null, "tables": "table_1:\n| Half-reaction | E°, V |\n| --- | --- |\n| Cu2+(aq) + 2e- → Cu(s) | +0.337 |\n| Fe(CN)6-3+ e- → Fe(CN)6-4+ | +0.370 |", "question": "which best describes how $\\mathrm{Cu(s)}$ is deposited on the electrode?", "options": {"A": "Copper is deposited immediately, but at a rate much lower than 1 mol per 193000 C. As the electrolysis proceeds, the rate of copper deposition increases.", "B": "Copper is deposited immediately, at a rate close to 1 mol per 193000 C. As the electrolysis proceeds, the rate of copper deposition decreases.", "C": "No copper is deposited for a certain length of time, then copper deposition begins.", "D": "Copper is deposited at a rate of 1 mol per 193000 C for a certain length of time, then the rate of copper deposition decreases."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 296, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "redox", "context": null, "table_context": null, "tables": "table_1:\n| Half-reaction | E°, V |\n| --- | --- |\n| Fe(CN)6 3-(aq) + e- → Fe(CN)6 4-(aq) | 0.370 |\n| Cu2+(aq) + 2e- → Cu(s) | 0.337 |", "question": "The cathode of an electrolytic cell with a copper electrode initially has $100.0\\mathrm{mL}$ of a solution that is $1.00\\mathrm{M}$ in both $\\mathrm{Cu}^{2 + }(aq)$ and $\\mathrm{Fe(CN)_6}^{3 - }(aq)$ . The solution is electrolyzed with a constant current of $0.500\\mathrm{A}$ at a constant temperature of $298\\mathrm{K}$ . How much time elapses before $\\mathrm{Cu(s)}$ begins to deposit on the electrode?", "options": {"A": "$0\\mathrm{min}$", "B": "$89.4\\mathrm{min}$", "C": "$252\\mathrm{min}$", "D": "$322\\mathrm{min}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 297, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": null, "table_context": null, "tables": "table_1:\n| Half-reaction | E°, V |\n| --- | --- |\n| $\\mathrm{PbO_2(s) + 4H^+(aq) + 4e^- \\rightarrow Pb(s) + 2H_2O(l)}$ | 0.671 |\n| $\\mathrm{PbO(s) + H_2O(l) + 2e^- \\rightarrow Pb(s) + 2OH^-(aq)}$ | -0.580 |", "question": "What is $\\Delta G^{\\circ}$ at $298\\mathrm{K}$ for the disproportionation of $\\mathrm{PbO(s)}$ ? $2\\mathrm{PbO(s)}\\rightarrow \\mathrm{PbO}_2(s) + \\mathrm{Pb(s)}\\qquad \\Delta G^{\\circ} = ???$", "options": {"A": "$163\\mathrm{kJ}\\mathrm{mol}^{-1}$", "B": "$241\\mathrm{kJ}\\mathrm{mol}^{-1}$", "C": "$403\\mathrm{kJ}\\mathrm{mol}^{-1}$", "D": "$483\\mathrm{kJ}\\mathrm{mol}^{-1}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 298, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "atomic_structure", "context": null, "table_context": null, "tables": "table_1:\n| I E1, kJ mol-1 | I E2, kJ mol-1 | I E3, kJ mol-1 | I E4, kJ mol-1 |\n| --- | --- | --- | --- |\n| 738 | 1450 | 7730 | 10500 |", "question": "In what group is the atom with the following ionization energies?", "options": {"A": "Group 1", "B": "Group 2", "C": "Group 3", "D": "Group 13"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 301, "assessment_program": "sat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "For the linear function f, the table shows three values of x and their corresponding values of f(x).", "table_context": null, "tables": "table_1:\n| x | f(x) |\n| --- | --- |\n| 0 | 29 |\n| 1 | 32 |\n| 2 | 35 |", "question": "Which equation defines f(x)?", "options": {"A": "f(x) = 3x + 29", "B": "f(x) = 29x + 32", "C": "f(x) = 35x + 29", "D": "f(x) = 32x + 35"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 303, "assessment_program": "sat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows the linear relationship between the number of cars, $c$, on a commuter train and the maximum number of passengers and crew, $p$, that the train can carry.", "table_context": null, "tables": "table_1:\n| Number of cars | Maximum number of passengers and crew |\n| --- | --- |\n| 3 | 174 |\n| 5 | 284 |\n| 10 | 559 |", "question": "Which equation represents the linear relationship between $c$ and $p$?", "options": {"A": "$55c - p = -9$", "B": "$55c - p = 9$", "C": "$55p - c = -9$", "D": "$55p - c = 9$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 304, "assessment_program": "sat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "<table><thead><tr><th>Weight (pounds)</th><th>Frequency</th></tr></thead><tbody><tr><td>13</td><td>12</td></tr><tr><td>14</td><td>8</td></tr><tr><td>15</td><td>5</td></tr><tr><td>16</td><td>7</td></tr><tr><td>17</td><td>9</td></tr><tr><td>18</td><td>10</td></tr><tr><td>19</td><td>13</td></tr><tr><td>20</td><td>7</td></tr></tbody></table>\n\nThe frequency table summarizes a data set of the weights, rounded to the nearest pound, of 71 tortoises. A weight of 39 pounds is added to the original data set, creating a new data set of the weights, rounded to the nearest pound, of 72 tortoises.", "table_context": null, "tables": "table_1:\n| Weight (pounds) | Frequency |\n| --- | --- |\n| 13 | 12 |\n| 14 | 8 |\n| 15 | 5 |\n| 16 | 7 |\n| 17 | 9 |\n| 18 | 10 |\n| 19 | 13 |\n| 20 | 7 |", "question": "Which statement best compares the mean and median of the new data set to the mean and median of the original data set?", "options": {"A": "The mean of the new data set is greater than the mean of the original data set, and the median of the new data set is greater than the median of the original data set.", "B": "The mean of the new data set is greater than the mean of the original data set, and the medians of the two data sets are equal.", "C": "The mean of the new data set is less than the mean of the original data set, and the median of the new data set is less than the median of the original data set.", "D": "The mean of the new data set is less than the mean of the original data set, and the medians of the two data sets are equal."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 305, "assessment_program": "sat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "<table><thead><tr><th>Type of store</th><th>Average number of employees</th></tr></thead><tbody><tr><td>Warehouse store</td><td>365</td></tr><tr><td>Department store</td><td>213</td></tr><tr><td>Supermarket</td><td>130</td></tr></tbody></table>\n\nFor a certain region, the table shows the average number of store employees in 2016 by type of store.", "table_context": null, "tables": "table_1:\n| Type of store | Average number of employees |\n| --- | --- |\n| Warehouse store | 365 |\n| Department store | 213 |\n| Supermarket | 130 |", "question": "Based on the table, how much greater was the average number of store employees in warehouse stores than in supermarkets?", "options": {"A": "83", "B": "152", "C": "235", "D": "495"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 306, "assessment_program": "sat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table shows the results of a poll. A total of 803 voters selected at random were asked which candidate they would vote for in the upcoming election. According to the poll, if 6,424 people vote in the election, by how many votes would Angel Cruz be expected to win?", "table_context": null, "tables": "table_1:\n| Angel Cruz | 483 |\n| --- | --- |\n| Terry Smith | 320 |", "question": "According to the poll, if 6,424 people vote in the election, by how many votes would Angel Cruz be expected to win?", "options": {"A": "163", "B": "1,304", "C": "3,864", "D": "5,621"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 307, "assessment_program": "sat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table summarizes members of a local organization by age and whether they live east or west of the river. If a member of the organization is selected at random, what is the probability that the selected member is at least 40 years old?", "table_context": null, "tables": "table_1:\n| | Live east of the river | Live west of the river | Total |\n| --- | --- | --- | --- |\n| Less than 40 years old | 17 | 11 | 28 |\n| At least 40 years old | 18 | 89 | 107 |\n| Total | 35 | 100 | 135 |", "question": "If a member of the organization is selected at random, what is the probability that the selected member is at least 40 years old?", "options": {"A": "$\\frac{28}{135}$", "B": "$\\frac{35}{135}$", "C": "$\\frac{100}{135}$", "D": "$\\frac{107}{135}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 308, "assessment_program": "sat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows three values of $x$ and their corresponding values of $y$. There is a linear relationship between $x$ and $y$. Which of the following equations represents this relationship?", "table_context": null, "tables": "table_1:\n| x | y |\n| --- | --- |\n| 0 | 18 |\n| 1 | 13 |\n| 2 | 8 |", "question": "Which of the following equations represents this relationship?", "options": {"A": "$y = 18x + 13$", "B": "$y = 18x + 18$", "C": "$y = -5x + 13$", "D": "$y = -5x + 18$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 309, "assessment_program": "sat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "Rosa opened a savings account at a bank. The table shows the exponential relationship between the time $t$, in years, since Rosa opened the account and the total amount $n$, in dollars, in the account. If Rosa made no additional deposits or withdrawals, which of the following equations best represents the relationship between $t$ and $n$?", "table_context": null, "tables": "table_1:\n| Time (years) | Total amount (dollars) |\n| --- | --- |\n| 0 | 604.00 |\n| 1 | 606.42 |\n| 2 | 608.84 |", "question": "Which of the following equations best represents the relationship between $t$ and $n$?", "options": {"A": "$n = (1 + 604)^t$", "B": "$n = (1 + 0.004)^t$", "C": "$n = 604(1 + 0.004)^t$", "D": "$n = 0.004(1 + 604)^t$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 310, "assessment_program": "psat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Each of 157 gemstones can be classified as one of three classifications, as shown in the frequency table.", "table_context": null, "tables": "table_1:\n| Classification | Frequency |\n| --- | --- |\n| color X | 119 |\n| color Y | 3 |\n| color Z | 35 |", "question": "If one of the gemstones is selected at random, what is the probability of selecting a gemstone of color Y?", "options": {"A": "3/157", "B": "35/157", "C": "119/157", "D": "154/157"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 311, "assessment_program": "psat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "The table shows two values of x and their corresponding values of y. In the xy - plane, the graph of the linear equation representing this relationship passes through the point (1/7, a). What is the value of a?", "table_context": null, "tables": "table_1:\n| x | y |\n| --- | --- |\n| -18 | -48 |\n| 7 | 52 |", "question": "What is the value of a?", "options": {"A": "-4/11", "B": "-4/77", "C": "4/7", "D": "172/7"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 312, "assessment_program": "bowl", "assessment_stage": "final", "subject": "physics", "domain": "waves", "context": "The table at right lists the finish times for the 2008 Men's Olympic 100 m butterfly swim final in Beijing.", "table_context": null, "tables": "table_1:\n| 100 m Men's Butterfly Swim | | |\n| --- | --- | --- |\n| 1 | Michael Phelps | 50.58 s |\n| 2 | Milorad Cavic | 50.59 s |\n| 3 | Andrew Lauterstein | 51.12 s |\n| 4 | Ian Crocker | 51.13 s |\n| 5 | Jason Dunford | 51.47 s |\n| 6 | Takuro Fujii | 51.50 s |\n| 7 | Andrii Serdinov | 51.59 s |\n| 8 | Ryan Pini | 51.86 s |", "question": "From the data, what is the best estimate of the distance the 2nd place finisher, Cavic, was behind the 1st place finisher, Phelps?", "options": {"A": "0.05 m", "B": "0.10 m", "C": "0.15 m", "D": "0.20 m", "E": "0.25 m"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 313, "assessment_program": "bowl", "assessment_stage": "final", "subject": "physics", "domain": "mechanics", "context": "A ticker tape timer is operating at 60 Hz. It was used to analyze the motion of a battery-powered car. The following displacements were measured for five intervals on the ticker tape.", "table_context": null, "tables": "table_1:\n| | Interval 1 | Interval 2 | Interval 3 | Interval 4 | Interval 5 |\n| --- | --- | --- | --- | --- | --- |\n| Displacement | 0.055 m | 0.065 m | 0.055 m | 0.070 m | 0.060 m |", "question": "What is the average speed of the car?", "options": {"A": "$0.612 \\text{ m/s}$", "B": "$3.66 \\text{ m/s}$", "C": "$0.366 \\text{ m/s}$", "D": "$0.947 \\text{ m/s}$", "E": "$6.32 \\text{ m/s}$"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 314, "assessment_program": "naep", "assessment_stage": "standalone", "subject": "economics", "domain": "The Market Economy", "context": "MARKET FOR NOTEBOOKS \n", "table_context": null, "tables": "table_1:\n| Price | Quantity of Notebooks Supplied | Quantity of Notebooks Demanded |\n| --- | --- | --- |\n| $1.00 | 100 units | 100 units |\n| $2.00 | 125 units | 75 units |\n| $3.00 | 150 units | 50 units |\n| $4.00 | 175 units | 25 units |", "question": "According to the table above, what is the equilibrium price of notebooks?", "options": {"A": "$1.00", "B": "$2.00", "C": "$3.00", "D": "$4.00"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 316, "assessment_program": "naep", "assessment_stage": "standalone", "subject": "economics", "domain": "The National Economy", "context": "FEDERAL BUDGET INFORMATION (in billions of dollars)", "table_context": null, "tables": "table_1:\n| REVENUES | |\n| --- | --- |\n| Personal income taxes | $300 |\n| Corporate income taxes | $100 |\n\ntable_2:\n| EXPENDITURES | |\n| --- | --- |\n| Defense spending | $100 |\n| Nondefense spending | $325 |", "question": "The table above shows hypothetical federal government revenues and expenditures for a single year. Which of the following terms best describes the status of this federal budget?", "options": {"A": "Surplus", "B": "Deficit", "C": "Balanced", "D": "Static"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 317, "assessment_program": "naep", "assessment_stage": "standalone", "subject": "economics", "domain": "The Market Economy", "context": "DARA'S SHOP", "table_context": null, "tables": "table_1:\n| Number of Workers | Total Revenue per Day |\n| --- | --- |\n| 1 | $200 |\n| 2 | $320 |\n| 3 | $400 |\n| 4 | $460 |", "question": "Assume that the daily wage of a worker at Dara's Shop is $100 and that labor is the only cost of production at the shop. To earn the largest profit, how many workers should Dara hire?", "options": {"A": "1", "B": "2", "C": "3", "D": "4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} | |
| {"id": 318, "assessment_program": "naep", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": null, "table_context": null, "tables": "table_1:\n| | Juniors | Seniors |\n| --- | --- | --- |\n| Women | 3 | 4 |\n| Men | 2 | 5 |", "question": "What is the probability that a junior woman will be chosen?", "options": {"A": "$\\frac{1}{3}$", "B": "$\\frac{3}{4}$", "C": "$\\frac{3}{5}$", "D": "$\\frac{3}{7}$", "E": "$\\frac{3}{14}$"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["E"], "split": "test", "num_answer_options": 1} | |
| {"id": 319, "assessment_program": "naep", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "Mary created a spreadsheet to keep a record of the taxes she pays during the year. Mary works every week during the year. Portions of Marys spreadsheet are shown above. The spreadsheet is set up so that Mary enters the amount of her hourly pay in cell C3 and the tax rate in cell F3. The tax rate is the number of dollars of tax paid for every dollar earned. Marys hourly pay and the tax rate do not change during the year. Each week Mary enters the number of hours she worked into the spreadsheet.", "table_context": null, "tables": "table_1:\n| | A | B | C | D | E | F | G |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 1 | MARY'S TAX SUMMARY | | | | | | |\n| 2 | | | | | | | |\n| 3 | | Hourly Pay = | $9.00 | | Tax Rate = | $0.085 | |\n| 4 | | | | | | | |\n| 5 | Date | Hours Worked | Tax Paid | | | | |\n| 6 | Jan 1-5 | 10 | $7.65 | | | | |\n| 7 | Jan 8-12 | 15 | $11.48 | | | | |\n| 8 | Jan 15-19 | 13 | $9.95 | | | | |\n| 9 | Jan 22-26 | 19 | $14.54 | | | | |\n| 10 | Jan 29-Feb 2 | 12 | $9.18 | | | | |\n| 11 | Feb 5-9 | 16 | $12.24 | | | | |\n| 12 | Feb 12-16 | 12 | $9.95 | | | | |\n| 37 | Aug 6-10 | 22 | $16.83 | | | | |\n| 38 | Aug 13-17 | 25 | | | | | |\n| 56 | Dec 17-21 | | | | | | |\n| 57 | Dec 24-28 | | | | | | |\n| 58 | | | | | | | |\n| 59 | | Total Taxes = | | | | | |", "question": "Which of the following spreadsheet formulas could Mary use in cell C38 to compute the amount of tax she paid on her earnings during the week of August 13 to August 17? (The amount of tax she paid each week is the product of her weekly pay and the tax rate.)", "options": {"A": "$C38 = A38 * B3 * E3$", "B": "$C38 = A38 * C3 * F3$", "C": "$C38 = B38 * B3 * E3$", "D": "$C38 = B38 * C3 * F3$", "E": "$C38 = C38 * B3 * E3$"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 321, "assessment_program": "naep", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "People with cystic fibrosis have thickened mucus and fluid buildup in their lungs. Cystic fibrosis is a recessive disorder caused by a mutation in a single gene. Individuals can be tested to determine if they are symptomless carriers of this disorder.\n\nA scientist tested 100 children whose parents were all symptomless carriers of the disorder to learn about the children's genetic makeup. The table shows the scientist's findings.", "table_context": null, "tables": "table_1:\n| GENETIC MAKEUP OF CHILDREN TESTED | |\n| --- | --- |\n| Group | Genetic Makeup of Children Whose Mothers and Fathers Were Carriers |\n| 1 | 24 children who have the disorder |\n| 2 | 51 children who are carriers |\n| 3 | 25 children who do not have any alleles for the disorder and are not carriers |", "question": "In a family with 4 children from the same parents, one child is diagnosed with cystic fibrosis. The child's siblings show no symptoms of the disorder.\n\nUsing the information in the table, what is the most likely genetic makeup of the parents of these children?", "options": {"A": "Father FF Mother ff", "B": "Father Ff Mother FF", "C": "Father Ff Mother Ff", "D": "Father ff Mother ff"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 322, "assessment_program": "naep", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "People with cystic fibrosis have thickened mucus and fluid buildup in their lungs. Cystic fibrosis is a recessive disorder caused by a mutation in a single gene. Individuals can be tested to determine if they are symptomless carriers of this disorder.\n\nA scientist tested 100 children whose parents were all symptomless carriers of the disorder to learn about the children's genetic makeup. The table shows the scientist's findings.\n\nThe scientist used *F* to represent the dominant allele for the disorder and *f* to represent the recessive allele.", "table_context": null, "tables": "table_1:\n| Group | Genetic Makeup of Children Whose Mothers and Fathers Were Carriers |\n| --- | --- |\n| 1 | 24 children who have the disorder |\n| 2 | 51 children who are carriers |\n| 3 | 25 children who do not have any alleles for the disorder and are not carriers |", "question": "A single gene mutation causes cystic fibrosis.\n\nWhich statement best describes how the gene mutation affects an individual with the disorder?", "options": {"A": "A defective protein is produced.", "B": "Cells lining the airway cannot divide.", "C": "RNA transcription fails in cells.", "D": "Chromosomes fail to separate during meiosis."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 323, "assessment_program": "ib", "assessment_stage": "standalone", "subject": "biology", "domain": "Molecular Biology", "context": "The table shows the mRNA codons for three amino acids.", "table_context": null, "tables": "| Valine | Threonine | Proline |\n| --- | --- | --- |\n| GUU | ACU | CCU |\n| GCC | ACC | CCC |\n| GCA | ACA | CGA |\n| GCG | ACG | CCG |", "question": "Which substitution mutation of a base triplet on a DNA strand will lead to the same polypeptide being formed at translation?", "options": {"A": "TGA to TCA", "B": "CGT to CTA", "C": "CAA to CGA", "D": "GCT to GGA"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 324, "assessment_program": "ib", "assessment_stage": "standalone", "subject": "chemistry", "domain": "periodicity", "context": "The table lists successive ionization energies of an element Z.", "table_context": null, "tables": "table_1:\n| Ionization number | 1st | 2nd | 3rd | 4th | 5th | 6th |\n| --- | --- | --- | --- | --- | --- | --- |\n| Ionization energy / \\text{kJ mol}^{-1} | 577.54 | 1816.68 | 2744.78 | 11577.5 | 14841.9 | 18379.0 |", "question": "Which is the formula of the stable oxide of the element Z?", "options": {"A": "$\\text{Z}_2\\text{O}$", "B": "ZO", "C": "$\\text{Z}_2\\text{O}_3$", "D": "$\\text{ZO}_2$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 326, "assessment_program": "ib", "assessment_stage": "standalone", "subject": "physics", "domain": "fields", "context": "A spacecraft, moving with speed $v$ relative to Earth, passes Earth on its way to a planet. As the spacecraft passes Earth, clocks on Earth and in the spacecraft show zero. The planet is a distance $D$ from Earth, according to an observer on Earth.", "table_context": null, "tables": "table_1:\n| | Earth clock reading | Spacecraft clock reading |\n| --- | --- | --- |\n| A. | \\frac{D}{v} | \\frac{D}{v}\\sqrt{1-\\frac{v^2}{c^2}} |\n| B. | \\frac{D}{v} | \\frac{D}{v}\\sqrt{1-\\frac{v^2}{c^2}} |\n| C. | \\frac{D}{v}\\sqrt{1-\\frac{v^2}{c^2}} | \\frac{D}{v} |\n| D. | \\frac{D}{v}\\sqrt{1-\\frac{v^2}{c^2}} | \\frac{D}{v} |", "question": "What are the readings on the Earth clock and on the spacecraft clock when the spacecraft arrives at the planet?", "options": {"A": "Earth clock reading: $\\frac{D}{v}$; Spacecraft clock reading: $\\frac{D}{v}\\sqrt{1-\\frac{v^2}{c^2}}$", "B": "Earth clock reading: $\\frac{D}{v}$; Spacecraft clock reading: $\\frac{D}{v}\\sqrt{1-\\frac{v^2}{c^2}}$", "C": "Earth clock reading: $\\frac{D}{v}\\sqrt{1-\\frac{v^2}{c^2}}$; Spacecraft clock reading: $\\frac{D}{v}$", "D": "Earth clock reading: $\\frac{D}{v}\\sqrt{1-\\frac{v^2}{c^2}}$; Spacecraft clock reading: $\\frac{D}{v}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 327, "assessment_program": "ib", "assessment_stage": "standalone", "subject": "physics", "domain": "waves", "context": "Diagram 1 shows the variation with position of the displacement of a standing wave formed on a string.\n\nDiagram 2 shows the variation with position of the displacement of a travelling wave moving to the right along a string.", "table_context": null, "tables": "table_1:\n| | Phase difference between P and Q | Phase difference between R and S |\n| --- | --- | --- |\n| A. | 0 | 0 |\n| B. | \\frac{\\pi}{2} | 0 |\n| C. | 0 | \\frac{\\pi}{2} |\n| D. | \\frac{\\pi}{2} | \\frac{\\pi}{2} |", "question": "What is the phase difference between P and Q and the phase difference between R and S?", "options": {"A": "Phase difference between P and Q: 0; Phase difference between R and S: 0", "B": "Phase difference between P and Q: $\\frac{\\pi}{2}$; Phase difference between R and S: 0", "C": "Phase difference between P and Q: 0; Phase difference between R and S: $\\frac{\\pi}{2}$", "D": "Phase difference between P and Q: $\\frac{\\pi}{2}$; Phase difference between R and S: $\\frac{\\pi}{2}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 328, "assessment_program": "ib", "assessment_stage": "standalone", "subject": "physics", "domain": "electricity_magnetism", "context": "A charged rod is brought near an initially neutral metal sphere without touching it.\n\nWhen the sphere is grounded (earthed), there is an electric current for a short time from the sphere to the ground.", "table_context": null, "tables": "table_1:\n| | Charge on the rod | Charge induced on the sphere |\n| --- | --- | --- |\n| A. | negative | negative |\n| B. | negative | positive |\n| C. | positive | negative |\n| D. | positive | positive |", "question": "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?", "options": {"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"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 329, "assessment_program": "olympiad", "assessment_stage": "final", "subject": "earth_science", "domain": "Astronomy and Space Science", "context": "Consider the following data:", "table_context": null, "tables": "table_1:\nConsider the following data:\n| Sea Level Temperature | Dew Point | Dry Adiabatic Lapse Rate | Wet Adiabatic Lapse Rate | Dew Point Lapse Rate | Environmental Lapse Rate |\n| --- | --- | --- | --- | --- | --- |\n| 34 degrees Celsius | 22 degrees Celsius | 10 degrees Celsius per kilometer | 6 degrees Celsius per kilometer | 2 degrees Celsius per kilometer | 7 degrees Celsius per kilometer |", "question": "At what minimum altitude will clouds begin to exhibit significant vertical development (hint: they must be convectively buoyant)?", "options": {"a": "1 km", "b": "1.5 km", "c": "2 km", "d": "2.5 km", "e": "3 km", "f": "3.5 km", "g": "4 km", "h": "4.5 km", "i": "5 km", "j": "5.5 km", "k": "6 km", "l": "6.5 km"}, "option_labels": ["a", "b", "c", "d", "e", "f", "g", "h", "i", "j", "k", "l"], "answer": ["k"], "split": "test", "num_answer_options": 1} | |
| {"id": 334, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "earth_science", "domain": "Astronomy and Space Science", "context": "Use the following table of masses and densities of the 4 inner planets of the solar system to answer the following question.", "table_context": null, "tables": "table_1:\n| Planet | Mass (Earth masses) | Density (grams per centimeter cubed) |\n| --- | --- | --- |\n| Mercury | 0.055 | 5.4 |\n| Venus | 0.815 | 5.2 |\n| Earth | 1 | 5.5 |\n| Mars | 0.107 | 3.9 |", "question": "Accounting for the fact that gravity compresses larger planets to a greater degree, which planet do you expect to have the largest metal core relative to its volume?", "options": {"A": "Mercury", "B": "Venus", "C": "Earth", "D": "Mars"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} | |
| {"id": 335, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "earth_science", "domain": "Geosphere", "context": "Jaime finds a carbon film with the following isotopic composition:", "table_context": null, "tables": "table_1:\n| Isotope | mol % |\n| --- | --- |\n| ^{12}\\text{C} | 98.1% |\n| ^{13}\\text{C} | 1.03% |\n| ^{14}\\text{C} | 0.522% |\n| ^{14}\\text{N} | 0.347% |\n| ^{15}\\text{N} | <0.001% |", "question": "He knows that the half-life of one of the isotopes is around 5,700 years but cannot remember which! Which of the following is closest to the age of the sample?", "options": {"A": "<100 years", "B": "2400 years", "C": "4200 years", "D": "7500 years"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} | |
| {"id": 336, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "earth_science", "domain": "Geosphere", "context": "Two soils sampled several miles apart are found overlying the same limestone bedrock.", "table_context": null, "tables": "table_1:\n| Soil A | Soil B |\n| --- | --- |\n| Hematite | Quartz |\n| Goethite | Calcite |\n| Pyrite | Dolomite |", "question": "Given that the significant minerals in each of the soils are shown in the table above, which of the following is the most likely explanation for their difference in compositions?", "options": {"A": "Differences in regional weathering led to the formation of different minerals in Soil A versus Soil B", "B": "The sediment composing Soil A was eroded from an ancient reef and was transported onto the limestone bedrock, while Soil B was weathered directly from the limestone", "C": "Soil A is older than Soil B and thus consists of minerals that are oxidation products of the minerals in Soil B", "D": "The sediment in Soil A eroded from a mafic batholith and was transported onto the limestone bedrock, while Soil B was weathered directly from the limestone"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} | |
| {"id": 337, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "earth_science", "domain": "Atmosphere", "context": "The data table below compares the percentage of sunlight reflected from various types of Earth surfaces.", "table_context": null, "tables": "table_1:\n| Surface | Percent of Sunlight Reflected |\n| --- | --- |\n| Fresh snow | 80–85 |\n| Old snow | 50–60 |\n| Sand | 20–30 |\n| Grass | 20–25 |\n| Dry soil | 15–25 |\n| Wet soil | 10 |\n| Forest | 5–10 |\n| Water (Sun at sunset) | 50–80 |\n| Water (Sun overhead) | 3–5 |\n| Thick cloud | 70–80 |\n| Thin cloud | 25–50 |", "question": "Which statements are best supported by the table? More than one correct answer.", "options": {"1": "Light colored surfaces reflect more sunlight than dark- colored surfaces.", "2": "Rough surfaces reflect more sunlight than smooth surfaces.", "3": "Soil surfaces reflect more sunlight than cloud surfaces.", "4": "Vegetative surfaces reflect more sunlight than ice surfaces", "5": "As arctic ice melts, it leads to less sunlight energy being reflected.", "6": "When forests are cut down, exposing grass and soil, it leads to more sunlight energy being reflected.", "7": "Clouds caused by the condensation trails of jets generally help to reflect more sunlight"}, "option_labels": ["1", "2", "3", "4", "5", "6", "7"], "answer": ["1", "5", "6", "7"], "split": "test", "num_answer_options": 4} | |