Datasets:
| {"instance": 7, "assessment_program": "dc", "assessment_type": "state", "assessment_category": null, "subject": "biology", "domain": "Genetics", "context": "Humans have a close working relationship with horses. As a result, many horse disorders have been thoroughly researched. A student serves a summer internship at a veterinary office specializing in horses. Over the course of the summer, the student observes horses with the following symptoms: Horse 1: female - smaller than average body size. Horse 2: female - third pregnancy failure. Horse 3: male infant - multiple infections.", "tables": "Table 1. Summary of Observations of Horses.\n| Horse | Symptoms | Occurs in Families? | Disorder |\n| --- | --- | --- | --- |\n| 1 | Small body size, reproductive system not fully developed | No | Equine Turner Syndrome (ETS) |\n| 2 | Pregnancy failure | No | Repeated Early Embryonic Loss (REEL) |\n| 3 | Immune system failure, lack of white blood cells | Yes | Severe Combined Immunodeficiency (SCID) |", "question": "Using the data in Table 1 about SCID, which question would best guide further research?", "answer_options": {"A": "Which gene or genes cause it?", "B": "Was it inherited from other species?", "C": "Is it acquired from the environment?", "D": "How does it provide a survival benefit?"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 8, "assessment_program": "dc", "assessment_type": "state", "assessment_category": null, "subject": "biology", "domain": "Genetics", "context": "Humans have a close working relationship with horses. As a result, many horse disorders have been thoroughly researched. A student serves a summer internship at a veterinary office specializing in horses. Over the course of the summer, the student observes horses with the following symptoms: Horse 1: female - smaller than average body size. Horse 2: female - third pregnancy failure. Horse 3: male infant - multiple infections.", "tables": "Table 1. Summary of Observations of Horses.\n| Horse | Symptoms | Occurs in Families? | Disorder |\n| --- | --- | --- | --- |\n| 1 | Small body size, reproductive system not fully developed | No | Equine Turner Syndrome (ETS) |\n| 2 | Pregnancy failure | No | Repeated Early Embryonic Loss (REEL) |\n| 3 | Immune system failure, lack of white blood cells | Yes | Severe Combined Immunodeficiency (SCID) |", "question": "Although REEL does not occur in families, it does have a genetic basis, and transcription and translation are affected. Given its genetic basis, which question could best guide further research into the causes of its symptoms?", "answer_options": {"A": "Why do only female horses develop it?", "B": "Does it ever occur more than once in the same family?", "C": "What is its effect on proteins manufactured in a horse's cells?", "D": "Do any existing treatments allow horses with the disorder to reproduce?"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 15, "assessment_program": "georgia_milestones_eoc", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Geometry", "context": "The table defines a quadratic function.", "tables": "table_1:\nmarkdown:\n| x | y |\n| --- | --- |\n| -1 | 5 |\n| 0 | 1 |\n| 1 | -1 |\n| 3 | 1 |", "question": "Which is the average rate of change between \\(x = -1\\) and \\(x = 1\\)?", "answer_options": {"A": "undefined", "B": "\\(-\\frac{1}{3}\\)", "C": "-3", "D": "-4"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 16, "assessment_program": "georgia_milestones_eoc", "assessment_type": "state", "assessment_category": null, "subject": "biology", "domain": "Ecology", "context": "The table shows the changes in size of the populations of grasses, shrubs, and trees over 150 years.", "tables": "table_1:\nmarkdown:\n| | Year 1 | Year 50 | Year 100 | Year 150 |\n| --- | --- | --- | --- | --- |\n| Grasses | 60 | 30 | 15 | 10 |\n| Shrubs | 0 | 12 | 15 | 4 |\n| Trees | 0 | 2 | 5 | 25 |\n\ntitle:\nChanges in Plant Population Size over Time", "question": "What type of succession was taking place?", "answer_options": {"A": "primary succession because trees replaced bushes", "B": "secondary succession because the type of species changed twice", "C": "primary succession because there was a decrease in the number of species", "D": "secondary succession because the first organisms to grow were grasses"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 29, "assessment_program": "mcap", "assessment_type": "state", "assessment_category": null, "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. An apple is thrown upward with an initial velocity of 20 m/s.", "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": "What is the force on the apple when it reaches its maximum height of 19.6 meters?", "answer_options": {"A": "1.78 N upward", "B": "1.78 N downward", "C": "half the force that is on the apple at 10 meters", "D": "twice the force that is on the apple at 10 meters"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 30, "assessment_program": "mcap", "assessment_type": "state", "assessment_category": null, "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. The hikers want to know more about the changes in energy during free fall motion. They consider an apple, a pin oak acorn, and a white oak acorn falling from a height of 3 m above the ground.", "tables": "table_1:\nmarkdown:\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\ntitle:\nFalling Objects\n\ntable_1_2:\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 fruit would have 5.35 J of energy just before hitting the ground?", "answer_options": {"A": "The pin oak acorn has 5.35 J of energy just before hitting the ground.", "B": "The white oak acorn has 5.35 J of energy just before hitting the ground.", "C": "The apple has 5.35 J of energy just before hitting the ground.", "D": "All have 5.35 J of energy just before hitting the ground."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 52, "assessment_program": "mcas", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Functions", "context": "This table shows some values of function $f(x)$", "tables": "table_1:\n| x | 0 | 3 | 5 |\n| --- | --- | --- | --- |\n| f(x) | 13 | 104 | 416 |", "question": "Which of the following equations models $f(x)$ ?", "answer_options": {"A": "$f(x) = 2x + 13$", "B": "$f(x) = 13(2)^{x}$", "C": "$f(x) = 8x + 80$", "D": "$f(x) = 91(2)^{x - 1}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 53, "assessment_program": "mcas", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Statistics and Probability", "context": "A teacher surveyed all of the students at a school about whether they participate in a sport and whether they play sports-related video games. This table shows some of the results of the survey.", "tables": "table_1:\n| | Participate in a Sport | Do Not Participate in a Sport | Total |\n| --- | --- | --- | --- |\n| Play Sports-Related Video Games | 110 | | 294 |\n| Do Not Play Sports-Related Video Games | 165 | 278 | 443 |\n| Total | 275 | 462 | 737 |", "question": "Given that a randomly selected student from the school participates in a sport, what is the probability that the student also plays sports- related video games?", "answer_options": {"A": "110 737", "B": "110 275", "C": "275 737", "D": "275 462"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 54, "assessment_program": "mcas", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Functions", "context": "This table lists some input and output values for a function, $f(x)$ .", "tables": "table_1:\n| x | f(x) |\n| --- | --- |\n| -1 | 8.1 |\n| 0 | 2.5 |\n| 1 | -1.1 |\n| 2 | -2.7 |", "question": "Which of the following statements correctly describes this function?", "answer_options": {"A": "On average, $f(x)$ increases by 1.6 units as $x$ increases by 1 unit over the interval $- 1 \\leq x \\leq 2$ .", "B": "On average, $f(x)$ decreases by 1.6 units as $x$ increases by 1 unit over the interval $- 1 \\leq x \\leq 2$ .", "C": "On average, $f(x)$ increases by 3.6 units as $x$ increases by 1 unit over the interval $- 1 \\leq x \\leq 2$ .", "D": "On average, $f(x)$ decreases by 3.6 units as $x$ increases by 1 unit over the interval $- 1 \\leq x \\leq 2$ ."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 55, "assessment_program": "mcas", "assessment_type": "state", "assessment_category": null, "subject": "physics", "domain": "motion_forces_interactions", "context": "The velocities and masses of four objects are listed in the table.", "tables": "table_1:\n| Object | Velocity (m/s) | Mass (kg) |\n| --- | --- | --- |\n| W | 9 | 14 |\n| X | 10 | 14 |\n| Y | 11 | 12 |\n| Z | 12 | 12 |", "question": "Which object has the greatest momentum?", "answer_options": {"A": "object W", "B": "object X", "C": "object Y", "D": "object Z"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 66, "assessment_program": "missouri_eoc", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Statistics and Probability", "context": "The following table provides a list of four international cities, their populations, and the area of the cities.Determine the population densities of each city and then order them from least to greatest. Which list shows the population densities of each city in order from least to greatest?", "tables": "table_1:\n| City/Urban Area | Country | Population (in million people) | Area (square miles) |\n| --- | --- | --- | --- |\n| Tokyo | Japan | 33.2 | 2,697 |\n| Sao Paulo | Brazil | 17.7 | 759 |\n| Seoul | Korea | 17.5 | 405 |\n| Mexico City | Mexico | 17.4 | 799 |", "question": "Which list shows the population densities of each city in order from least to greatest?", "answer_options": {"A": "Mexico City, Sao Paulo, Seoul, Tokyo", "B": "Sao Paulo, Tokyo, Seoul, Mexico City", "C": "Seoul, Sao Paulo, Mexico City, Tokyo", "D": "Tokyo, Mexico City, Sao Paulo, Seoul"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 71, "assessment_program": "new_york_regents", "assessment_type": "state", "assessment_category": null, "subject": "chemistry", "domain": "acids_bases", "context": "One 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:** $2S(s) + 3O_2(g) + 6H_2O(\\ell) \\rightarrow 4H_3O^+(aq) + 2SO_4^{2-}(aq)$", "tables": "table_1:\n| | Cause | Effect |\n| --- | --- | --- |\n| (1) | increases the pH by 3 | hydronium ion concentration decreasing by 1000 |\n| (2) | decreases the hydronium ion concentration by 1000 | pH increasing by 3 |\n| (3) | decreases the pH by 3 | hydronium ion concentration increasing by 1000 |\n| (4) | increases the hydronium ion concentration by 1000 | pH decreasing by 3 |", "question": "Which row in the options completes the claim describing a possible cause and effect of adding elemental sulfur to the soil?", "answer_options": {"A": "increases the pH by 3 | hydronium ion concentration decreasing by 1000", "B": "decreases the hydronium ion concentration by 1000 | pH increasing by 3", "C": "decreases the pH by 3 | hydronium ion concentration increasing by 1000", "D": "increases the hydronium ion concentration by 1000 | pH decreasing by 3"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 74, "assessment_program": "north_carolina_eoc", "assessment_type": "state", "assessment_category": null, "subject": "biology", "domain": "Cell Biology", "context": "This chart shows characteristics of four different cells observed under a microscope.", "tables": "table_1:\n| Cell | Cell Wall | Chloroplast | Mitochondria | Ribosome |\n| --- | --- | --- | --- | --- |\n| 1 | | | ✓ | ✓ |\n| 2 | ✓ | ✓ | ✓ | ✓ |\n| 3 | ✓ | | | ✓ |\n| 4 | ✓ | | ✓ | ✓ |", "question": "Which is most likely a prokaryotic cell?", "answer_options": {"A": "Cell 1", "B": "Cell 2", "C": "Cell 3", "D": "Cell 4"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 75, "assessment_program": "north_carolina_eoc", "assessment_type": "state", "assessment_category": null, "subject": "biology", "domain": "Biochemistry", "context": "The table below describes several different types of energy transfer processes.", "tables": "table_1:\n| Transfer | Starting Energy Type | Ending Energy Type |\n| --- | --- | --- |\n| 1 | solar | chemical |\n| 2 | chemical | heat |\n| 3 | chemical | ATP |\n| 4 | solar | ATP |", "question": "Which transfer represents photosynthesis?", "answer_options": {"A": "1", "B": "2", "C": "3", "D": "4"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 89, "assessment_program": "pennsylvania_keystone", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Functions", "context": "The table below represents a function of x.", "tables": "table_1:\n| x | y |\n| --- | --- |\n| 4 | 16 |\n| 6 | 12 |\n| 8 | 8 |\n| 10 | 4 |", "question": "Which equation describes the function?", "answer_options": {"A": "A. $y = - 2x + 12$", "B": "B. $y = - 2x + 24$", "C": "C. $y = 2x + 12$", "D": "D. $y = 2x + 24$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 90, "assessment_program": "pennsylvania_keystone", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Functions", "context": "The table below shows a pattern in the cost of online data storage for different numbers of terabytes of data stored.", "tables": "table_1:\n| Number of Terabytes (t) | Cost in Dollars (c) |\n| --- | --- |\n| 3 | 240 |\n| 4 | 315 |\n| 5 | 390 |\n| 6 | 465 |", "question": "Which equation describes the pattern in the cost of online data storage?", "answer_options": {"A": "$c = 3t + 225$", "B": "$c = 5t + 225$", "C": "$c = 50t + 90$", "D": "$c = 75t + 15$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 91, "assessment_program": "pennsylvania_keystone", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Functions", "context": "Sonya is baking cookies. The table below shows the relationship between the number of batches of cookies she bakes and the number of cups of sugar she uses: Number of Batches: 1, 2, 3; Number of Cups of Sugar: $2\\frac{1}{4}$, $4\\frac{1}{2}$, $6\\frac{3}{4}$.", "tables": "table_1:\n| Number of Batches | Number of Cups of Sugar |\n| --- | --- |\n| 1 | 2 1/4 |\n| 2 | 4 1/2 |\n| 3 | 6 3/4 |", "question": "Based on the relationship shown in the table, how many more cups of sugar does Sonya use to bake 9 batches of cookies than to bake 3 batches of cookies?", "answer_options": {"A": "6", "B": "12", "C": "$13\\frac{1}{2}$", "D": "$20\\frac{1}{4}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 92, "assessment_program": "pennsylvania_keystone", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Functions", "context": "The table below lists all the ordered pairs representing a relation. \n\n$$\\begin{array}{|c|c|}\n\\hline\nx & y \\\\\n\\hline\n1 & 0 \\\\\n\\hline\n1 & 4 \\\\\n\\hline\n2 & 4 \\\\\n\\hline\n3 & 0 \\\\\n\\hline\n5 & 4 \\\\\n\\hline\n5 & 0 \\\\\n\\hline\n\\end{array}$$", "tables": "table_1:\n| x | y |\n| --- | --- |\n| 1 | 0 |\n| 1 | 4 |\n| 2 | 4 |\n| 3 | 0 |\n| 5 | 4 |\n| 5 | 0 |", "question": "What is the domain of the relation?", "answer_options": {"A": "{0, 4}", "B": "{1, 2, 3, 5}", "C": "{all real numbers from 0 to 4}", "D": "{all real numbers from 1 to 5}"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 110, "assessment_program": "staar", "assessment_type": "state", "assessment_category": null, "subject": "biology", "domain": "Genetics", "context": null, "tables": "table_1:\n| Partial Amino Acid Sequence | |\n| --- | --- |\n| Organism 1 | SER LEU VAL GLU |\n| Organism 2 | LEU SER ASN VAL |\n| Organism 3 | ALA LEU SER GLU |\n| Organism 4 | THR LEU SER GLU |", "question": "Scientists can determine relatedness among organisms by comparing partial amino acid sequences. The table shows four partial amino acid sequences from four organisms. Which organism is the LEAST related to the other three organisms?", "answer_options": {"F": "Organism 1", "G": "Organism 2", "H": "Organism 3", "J": "Organism 4"}, "answer_option_labels": ["F", "G", "H", "J"], "correct_answer": ["F"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 131, "assessment_program": "staar", "assessment_type": "state", "assessment_category": null, "subject": "history", "domain": "us_history", "context": "Beneficiaries as of October 2015", "tables": "table_1:\nmarkdown:\n| Type of Beneficiary | Total (thousands) |\n| --- | --- |\n| Aged 65 or older | 43,947 |\n| Disabled, under age 65 | 14,228 |\n| Other | 6,817 |\n\ntitle:\nBeneficiaries as of October 2015", "question": "Which New Deal agency was created to specifically serve this population?", "answer_options": {"F": "Federal Housing Administration", "G": "Securities and Exchange Commission", "H": "Federal Deposit Insurance Corporation", "J": "Social Security Administration"}, "answer_option_labels": ["F", "G", "H", "J"], "correct_answer": ["J"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 132, "assessment_program": "staar", "assessment_type": "state", "assessment_category": null, "subject": "history", "domain": "us_history", "context": "Study the diagram and answer the question that follows.", "tables": "| Industry in the late 1800s expanded. | → | Job opportunities became available. | → | ? |\n| --- | --- | --- | --- | --- |", "question": "Which trend of the late 1800s correctly replaces the question mark in this cause-and-effect diagram?", "answer_options": {"A": "The number of immigrants from Europe declined.", "B": "The government passed laissez-faire laws.", "C": "People moved from rural to urban areas.", "D": "Settlement houses lost federal funding."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 133, "assessment_program": "staar", "assessment_type": "state", "assessment_category": null, "subject": "history", "domain": "us_history", "context": "This table shows the number of civilians employed by the U.S. government each year from 1915 to 1918.", "tables": "table_1:\nmarkdown:\n| Year | Total |\n| --- | --- |\n| 1915 | 395,429 |\n| 1916 | 399,881 |\n| 1917 | 438,500 |\n| 1918 | 854,500 |\n\ntitle:\nNumber of Civilians Employed by the \nFederal Government, 1915–1918", "question": "Based on this table, how did World War I affect the U.S. economy?", "answer_options": {"F": "It led to decreased spending in order to conserve resources during the war effort.", "G": "It led to decreased pressure on private companies to supply the war effort.", "H": "It increased the economic opportunities available for U.S. citizens.", "J": "It increased the number of immigrants searching for U.S. jobs."}, "answer_option_labels": ["F", "G", "H", "J"], "correct_answer": ["H"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 140, "assessment_program": "staar", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Algebra", "context": "The table shows the linear relationship between the average height in feet of trees on a tree farm and the number of years since the trees were planted.", "tables": "table_1:\n| Number of Years Since the Trees Were Planted | 1 | 3 | 6 | 11 | 15 |\n| --- | --- | --- | --- | --- | --- |\n| Average Height (ft) | 10 | 24 | 45 | 80 | 108 |", "question": "What is the rate of change of the average height in feet of the trees on the farm with respect to the number of years since the trees were planted?", "answer_options": ["A 14 ft/yr", "B 3 ft/yr", "C 7 ft/yr", "D 10 ft/yr"], "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 141, "assessment_program": "staar", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Algebra", "context": "A company collected data for the number of text messages sent and received using a text- message application since October 2011. The table shows the number of text messages sent and received in billions over time. The data can be modeled by a quadratic function.", "tables": "table_1:\n| Number of Months since October 2011, t | Number of Text Messages, n(t) (billions) |\n| --- | --- |\n| 5 | 3 |\n| 10 | 10 |\n| 15 | 17 |\n| 20 | 27 |\n| 25 | 44 |\n| 30 | 64 |\n| 35 | 86 |\n| 40 | 112 |", "question": "Which function best models the data?", "answer_options": ["A $n(t) = - 0.002t^2 + 0.55t + 5.02$", "B $n(t) = 0.072t^2 - 0.15t + 2.73$", "C $n(t) = - 0.002t^2 + 5.02$", "D $n(t) = 0.072t^2 + 2.73$"], "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 142, "assessment_program": "staar", "assessment_type": "state", "assessment_category": null, "subject": "mathematics", "domain": "Algebra", "context": "A company advertises on a website. A worker tracked the number of visits to the website and the number of clicks on the advertisement. The table shows the data for several days. A linear function can be used to model the data.", "tables": "table_1:\n| Number of Visits to Website, x | Number of Clicks on Advertisement, y |\n| --- | --- |\n| 153 | 14 |\n| 629 | 38 |\n| 471 | 30 |\n| 914 | 53 |\n| 307 | 21 |\n| 1,045 | 60 |\n| 510 | 32 |\n| 1,106 | 63 |", "question": "Based on the table, what is the best prediction of the number of clicks on the advertisement if 1,500 people visit the website?", "answer_options": ["F 77", "G 137", "H 83", "J 105"], "answer_option_labels": ["F", "G", "H", "J"], "correct_answer": ["H"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 186, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "mathematics", "domain": "Functions", "context": "Some values of the function $g$ are given in the table.", "tables": "table_1:\n| x | -2 | 0 | 1 | 2 | 3 |\n| --- | --- | --- | --- | --- | --- |\n| g(x) | 0 | -8 | -6 | 0 | 10 |", "question": "One of the following equations defines $g$. Which one?", "answer_options": {"A": "$g(x) = -2x - 8$", "B": "$g(x) = -x - 8$", "C": "$g(x) = x^2 + 2$", "D": "$g(x) = 2x^2 - 8$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 187, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "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.", "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?", "answer_options": {"A": "0.8", "B": "2", "C": "2.4", "D": "3"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 188, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "solutions_mixtures", "context": null, "tables": "table_1:\nExperiment 1\nA dry 100 mL graduated cylinder was placed on an electronic balance and tared (the balance was reset to 0.000 g). $H_{2}O$ was added to the graduated cylinder until a certain mass was obtained. Ethanol was added to the gradu-ated cylinder until the volume of liquid was 50.0 mL. The density of the liquid was then calculated. The procedure was repeated with different amounts of ethanol and $H_{2}O$ (see Table 1).\n\nTable 1\n| Table 1 | | | | |\n| --- | --- | --- | --- | --- |\n| Liquid | Mass of $H_{2}O$(g) | Mass of ethanol (g) | Total mass (g) | Density (g/mL) |\n| 1 | 0 | 39.67 | 39.67 | 0.793 |\n| 2 | 10.24 | 32.43 | 42.67 | 0.853 |\n| 3 | 19.79 | 25.23 | 45.02 | 0.900 |\n| 4 | 35.42 | 12.47 | 47.89 | 0.958 |\n| 5 | 49.96 | 0 | 49.96 | 0.999 |\n\ntable_2:\nExperiment 2\nA known mass of potassium iodide (KI) was dissolved in a known mass of $H_{2}O$ . A dry 100 mL graduated cylinder was placed on the balance and tared. The solution was added to the graduated cylinder until the volume was 50.0 mL. The density of the liquid was then calculated. The procedure was repeated with different amounts of KI and $H_{2}O$ (see Table 2).\n\nTable 2\n| Table 2 | | | | |\n| --- | --- | --- | --- | --- |\n| Liquid | Mass of $H_{2}O$in solution (g) | Mass of KI in solution (g) | Mass of solution in graduated cylinder (g) | Density (g/mL) |\n| 6 | 97.66 | 7.36 | 52.51 | 1.05 |\n| 7 | 95.41 | 15.52 | 55.70 | 1.11 |\n| 8 | 94.38 | 20.68 | 57.53 | 1.15 |\n| 9 | 92.18 | 29.08 | 60.63 | 1.21 |\n| 10 | 87.77 | 41.31 | 64.64 | 1.29 |\n\ntable_3:\nExperiment 3\nA solid plastic bead was placed at the bottom of a sample of each of Liquids 1-10 from Experiments 1 and 2.If the bead stayed at the bottom, “S” was recorded in Table 3. If the bead rose, “R” was recorded in Table 3. The procedure was repeated for various plastics.\n\nTable 3\n| Table 3 | | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Plastic | Liquid | | | | | | | | | |\n| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |\n| Polybutylene VLDPE | R S | R S | R R | R R | R R | R R | RR R | R R | R R | R R |\n| LDPE | S | S | S | R | R | R | R | R | R | R |\n| HDPE | S | S | S | S | R | R | R | R | R | R |\n| PA-11 | S | S | S | S | S | R | R | R | R | R |\n| PA-6 | S | S | S | S | S | S | S | R | R | R |\n| Polycarbonate PVC | S | S | S | S | S | S | S | SS | S | S |\n\ntable_4:\n| Liquid | | | |\n| --- | --- | --- | --- |\n| 1 | 2 | 3 | 4 |", "question": "25. A plastic bead was tested as in Experiment 3 using Liquids 1-4. Which of the following is NOT a plausible set of results for the plastic?", "answer_options": {"A": "R \nR \nR \nR", "B": "R \nR \nS \nS", "C": "S \nS \nR \nR", "D": "S \nS \nS \nS"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 189, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "states_of_matter_imfs", "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": "7. Based on Student 1's explanation, the same substance composes both of the samples in which of the follow-ing pairs?", "answer_options": {"A": "Samples A and B", "B": "Samples B and C", "C": "Samples C and D", "D": "Samples D and E"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 190, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "states_of_matter_imfs", "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": "8. Based on Student 3's explanation, the same substance composes both of the samples in which of the following pairs?", "answer_options": {"A": "Samples A and C", "B": "Samples B and E", "C": "Samples F and G", "D": "Samples G and H"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 191, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "states_of_matter_imfs", "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": "9. Suppose that the temperature of Sample A is increased to $250^{\\circ}\\mathrm{C}$ at 1 atm of pressure. At $250^{\\circ}\\mathrm{C}$ , would Sample A be a solid or a liquid?", "answer_options": {"A": "Solid, because the melting point of Sample A is $126^{\\circ}\\mathrm{C}$ .", "B": "Solid, because the melting point of Sample A is $747^{\\circ}\\mathrm{C}$ .", "C": "Liquid, because the melting point of Sample A is $126^{\\circ}\\mathrm{C}$ .", "D": "Liquid, because the melting point of Sample A is $747^{\\circ}\\mathrm{C}$ ."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 219, "assessment_program": "bowl", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "biology", "domain": "Cell Biology", "context": "For Questions 5 and 6, consider the following table that describes the lac operon in Escherichia coli. Expression of the lac operon depends on the concentrations of glucose and lactose in the environment. In wild type cells, the expression is as follows: \n\n<table><tr><td></td><td colspan=\"2\">Lactose</td></tr><tr><td>Glucose</td><td>Low</td><td>High</td></tr><tr><td>Low</td><td>+</td><td>+++</td></tr><tr><td>High</td><td>-</td><td>++</td></tr></table> \n\nwhere $+$ , $+$ , $^{+ + }$ , and $^{+ + + }$ indicate successively higher levels of gene expression.", "tables": "table_1:\n| | Lactose | |\n| --- | --- | --- |\n| Glucose | Low | High |\n| Low | +++ | +++ |\n| High | ++ | ++ |", "question": "In one strain you are working with, the expression pattern is as follows: \n\n<table><tr><td></td><td colspan=\"2\">Lactose</td></tr><tr><td>Glucose</td><td>Low</td><td>High</td></tr><tr><td>Low</td><td>+++</td><td>+++</td></tr><tr><td>High</td><td>++</td><td>++</td></tr></table> \n\nIn which of the following components might your strain have a loss of function mutation? Select all that apply (Point value: 2).", "answer_options": {"A": "LacI, repressor allolactose binding site", "B": "LacI, repressor DNA binding site", "C": "LacO, operator", "D": "LacZ, β-galactosidase", "E": "LacY, lactose permease"}, "answer_option_labels": ["A", "B", "C", "D", "E"], "correct_answer": ["B", "C"], "num_correct_answer_options": 2, "split": "train"} | |
| {"instance": 220, "assessment_program": "bowl", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "biology", "domain": "Ecology", "context": null, "tables": "table_1:\n| Population | Number of individuals | r value |\n| --- | --- | --- |\n| A | 200,000 | .020 |\n| B | 500,000 | .040 |\n| C | 2 million | .008 |\n| D | 10 million | .002 |\n| E | 30 million | .001 |", "question": "Assuming exponential growth, which of the following populations will show the greatest population increase in the coming year?", "answer_options": {"A": "A", "B": "B", "C": "C", "D": "D", "E": "E"}, "answer_option_labels": ["A", "B", "C", "D", "E"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 221, "assessment_program": "bowl", "assessment_type": "competition", "assessment_category": "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.", "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": "Wetland Marsh", "answer_options": {"A": "A", "B": "B"}, "answer_option_labels": ["A", "B"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 222, "assessment_program": "bowl", "assessment_type": "competition", "assessment_category": "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.", "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": "Ocean Pelagic", "answer_options": {"A": "A", "B": "B"}, "answer_option_labels": ["A", "B"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 223, "assessment_program": "bowl", "assessment_type": "competition", "assessment_category": "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.", "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": "Coral Reef", "answer_options": {"A": "A", "B": "B"}, "answer_option_labels": ["A", "B"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 237, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "chemistry", "domain": "kinetics", "context": null, "tables": "table_1:\n| | Rate of reaction -\\frac{\\Delta[\\text{CH}_3\\text{NC}]}{\\Delta t} , (\\text{M}\\cdot\\text{s}^{-1}) | Half-life, (s) |\n| --- | --- | --- |\n| (A) | remains the same | decreases |\n| (B) | decreases | remains the same |\n| (C) | remains the same | remains the same |\n| (D) | decreases | decreases |", "question": "For this first-order isomerization reaction,\n\n$$\\text{CH}_3\\text{NC} \\rightarrow \\text{CH}_3\\text{CN}$$\n\nhow do the properties of the reaction in the table below vary as the reaction proceeds?", "answer_options": {"A": "A", "B": "B", "C": "C", "D": "D"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 238, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "chemistry", "domain": "kinetics", "context": null, "tables": "table_1:\n| Experiment | [A], M | [B], M | Observed Rate, \\text{mol}\\cdot\\text{L}^{-1}\\cdot\\text{s}^{-1} |\n| --- | --- | --- | --- |\n| 1 | 0.10 | 0.10 | R |\n| 2 | 0.30 | 0.20 | ? |", "question": "The rate of a reaction between A and B follows the rate law $\\text{Rate} = k[\\text{A}]^2[\\text{B}]$ .\n\nDetermine the rate of Experiment Two in the table below at the same temperature as Experiment One.", "answer_options": {"A": "3R", "B": "6R", "C": "12R", "D": "18R"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 239, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "chemistry", "domain": "acids_bases", "context": null, "tables": "table_1:\n| Indicator | Color change | pH range |\n| --- | --- | --- |\n| Methyl violet | red → blue | 0 → 2 |\n| Methyl red | red → yellow | 4 → 6 |\n| Cresol red | yellow → purple | 7 → 9 |\n| Phenolphthalein | colorless → pink | 8 → 10 |", "question": "Which acid-base indicator will give the best results for the titration of an aqueous ammonia solution with 0.10 M HCl?", "answer_options": {"A": "Methyl violet", "B": "Methyl red", "C": "Cresol red", "D": "Phenolphthalein"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 240, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "chemistry", "domain": "redox", "context": null, "tables": "table_1:\n| Reaction | E^\\circ , V |\n| --- | --- |\n| \\text{L}^{2+} + 2\\text{e}^- \\rightarrow \\text{L} | -0.13 |\n| \\text{M}^{2+} + 2\\text{e}^- \\rightarrow \\text{M} | -0.44 |\n| \\text{N}^{2+} + 2\\text{e}^- \\rightarrow \\text{N} | -0.76 |", "question": "According to the reduction potentials in the table below, which statement is true at standard conditions?", "answer_options": {"A": "$\\text{L}^{2+}$ ions oxidize M metal.", "B": "M metal reduces $\\text{N}^{2+}$ ions.", "C": "M is a better reducing agent than N.", "D": "$\\text{M}^{2+}$ ions are better oxidizing agents than $\\text{L}^{2+}$ ions."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 241, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": null, "tables": "table_1:\n| Substance | \\text{CH}_4(\\text{g}) | \\text{CH}_2\\text{Cl}_2(\\text{g}) | \\text{HCl}(\\text{g}) |\n| --- | --- | --- | --- |\n| \\Delta H_f^\\circ , \\text{kJ} \\cdot \\text{mol}^{-1} | -74.6 | -95.4 | -92.3 |", "question": "$\\text{CH}_4(\\text{g}) + \\text{Cl}_2(\\text{g}) \\rightarrow \\text{CH}_2\\text{Cl}_2(\\text{g}) + 2 \\text{HCl}(\\text{g})$ \n\nUse the data in the table below to calculate the standard enthalpy, $\\Delta H^\\circ$, for the reaction above.", "answer_options": {"A": "$-205 \\text{ kJ} \\cdot \\text{mol}^{-1}$", "B": "$-113 \\text{ kJ} \\cdot \\text{mol}^{-1}$", "C": "$113 \\text{ kJ} \\cdot \\text{mol}^{-1}$", "D": "$205 \\text{ kJ} \\cdot \\text{mol}^{-1}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 242, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "chemistry", "domain": "atomic_structure", "context": null, "tables": "table_1:\n| | protons | neutrons | electrons |\n| --- | --- | --- | --- |\n| A | 25 | 30 | 23 |\n| B | 25 | 55 | 23 |\n| C | 27 | 30 | 25 |\n| D | 30 | 25 | 28 |", "question": "The ion $^{55}\\text{Mn}^{2+}$ contains which combination of protons, neutrons and electrons?", "answer_options": {"A": "25 protons, 30 neutrons, 23 electrons", "B": "25 protons, 55 neutrons, 23 electrons", "C": "27 protons, 30 neutrons, 25 electrons", "D": "30 protons, 25 neutrons, 28 electrons"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 249, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": "When 1.0 mole of $\\mathrm{H}_{2}\\mathrm{O}_{2}$ decomposes to form $\\mathrm{H}_{2}\\mathrm{O}$ and $\\mathrm{O}_{2}$ , 103 kJ of energy is released. Given the bond energies below,", "tables": "table_1:\n| Bond | H-O | O=O |\n| --- | --- | --- |\n| Bond Energy, kJ·mol-1 | 463 | 498 |", "question": "what is the bond energy of the $\\mathrm{O} - \\mathrm{O}$ single bond in $\\mathrm{H}_{2}\\mathrm{O}_{2}$ ?", "answer_options": {"A": "$+395\\mathrm{kJ}\\cdot \\mathrm{mol}^{-1}$", "B": "$+249\\mathrm{kJ}\\cdot \\mathrm{mol}^{-1}$", "C": "$+146\\mathrm{kJ}\\cdot \\mathrm{mol}^{-1}$", "D": "$+103\\mathrm{kJ}\\cdot \\mathrm{mol}^{-1}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 250, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "chemistry", "domain": "equilibrium", "context": null, "tables": "table_1:\n| Substance | ΔHP, kJ mol-1 | S°, J mol-1 K-1 |\n| --- | --- | --- |\n| PCl5(g) | -288.7 | 311.6 |\n| Cl2(g) | 0 | 223.1 |\n| PCl5(g) | -374.9 | 364.2 |", "question": "At what temperature is the following reaction at equilibrium when all substances are at standard pressure? Assume that entropies and enthalpies of reaction do not vary with temperature.\n\n$$\\mathrm{PCl}_3(g) + \\mathrm{Cl}_2(g)\\rightleftharpoons \\mathrm{PCl}_5(g)$$", "answer_options": {"A": "$506\\mathrm{K}$", "B": "$1640\\mathrm{K}$", "C": "$1980\\mathrm{K}$", "D": "$4260\\mathrm{K}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 251, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "pre-qualifying", "subject": "chemistry", "domain": "thermochemistry_thermodynamics", "context": null, "tables": "table_1:\n| Bond | BDE, kJ mol-1 | Bond | BDE, kJ mol-1 |\n| --- | --- | --- | --- |\n| H-H | 432 | O-O | 146 |\n| O-H | 467 | O=O | 495 |", "question": "Given the bond dissociation enthalpies (BDE) below, what is the approximate $\\Delta H_P^\\circ$ for $\\mathrm{H}_2\\mathrm{O}(g)$ ?", "answer_options": {"A": "$-934\\mathrm{kJ}\\mathrm{mol}^{-1}$", "B": "$-510. \\mathrm{kJ}\\mathrm{mol}^{-1}$", "C": "$-429\\mathrm{kJ}\\mathrm{mol}^{-1}$", "D": "$-255\\mathrm{kJ}\\mathrm{mol}^{-1}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 299, "assessment_program": "sat", "assessment_type": "national", "assessment_category": null, "subject": "mathematics", "domain": "Statistics and Probability", "context": "The table gives the distribution of votes for a new school mascot and grade level for 80 students.", "tables": "table_1:\n| Mascot | Grade level | | | Total |\n| --- | --- | --- | --- | --- |\n| | Sixth | Seventh | Eighth | |\n| Badger | 4 | 9 | 9 | 22 |\n| Lion | 9 | 2 | 9 | 20 |\n| Longhorn | 4 | 6 | 4 | 14 |\n| Tiger | 6 | 9 | 9 | 24 |\n| Total | 23 | 26 | 31 | 80 |", "question": "If one of these students is selected at random, what is the probability of selecting a student whose vote for new mascot was for a lion?", "answer_options": {"A": "$\\frac{1}{9}$", "B": "$\\frac{1}{5}$", "C": "$\\frac{1}{4}$", "D": "$\\frac{2}{3}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 300, "assessment_program": "sat", "assessment_type": "national", "assessment_category": null, "subject": "mathematics", "domain": "Algebra", "context": "The table shows the exponential relationship between the number of years, $x$, since Hana started training in pole vault, and the estimated height $h(x)$, in meters, of her best pole vault for that year.", "tables": "table_1:\n| x | h(x) |\n| --- | --- |\n| 0 | 1.23 |\n| 2 | 1.54 |\n| 4 | 1.94 |", "question": "Which of the following functions best represents this relationship, where $x \\le 4$?", "answer_options": {"A": "$h(x) = 1.12(0.23)^x$", "B": "$h(x) = 1.12(1.23)^x$", "C": "$h(x) = 1.23(0.12)^x$", "D": "$h(x) = 1.23(1.12)^x$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 315, "assessment_program": "naep", "assessment_type": "national", "assessment_category": null, "subject": "economics", "domain": "The International Economy", "context": "OUTPUT OF RICE AND WHEAT PER ACRE (in bushels)", "tables": "table_1:\n| Country | Rice | Wheat |\n| --- | --- | --- |\n| A | 100 | 100 |\n| B | 80 | 40 |\n\ntable_2:\n| Country | Rice | Wheat |\n| --- | --- | --- |\n| A | 60 | 30 |\n| B | 40 | 40 |", "question": "The tables above show the amounts of rice and wheat (in bushels per acre) that Country A and Country B can produce each year over a two-year period. Which of the following statements about comparative advantage is correct?", "answer_options": {"A": "In both years, Country A has a comparative advantage in wheat.", "B": "In both years, Country A has a comparative advantage in rice.", "C": "From year 1 to year 2, Country B's comparative advantage shifts from wheat to rice.", "D": "From year 1 to year 2, Country B's comparative advantage shifts from rice to wheat."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 325, "assessment_program": "ib", "assessment_type": "international", "assessment_category": null, "subject": "chemistry", "domain": "environmental_chemistry", "context": null, "tables": "table_1:\n| | Chlorofluorocarbon (CFC) compounds break down to produce chlorine radicals but usually not fluorine radicals. | A single chlorine radical breaks down many ozone, O_3 , molecules. |\n| --- | --- | --- |\n| A. | C–Cl bond is stronger than C–F bond | chain propagation steps produce more radicals |\n| B. | C–F bond is stronger than C–Cl bond | chain termination steps cause chlorine radicals to reform chlorine molecules |\n| C. | C–Cl bond is stronger than C–F bond | chain termination steps cause chlorine radicals to reform chlorine molecules |\n| D. | C–F bond is stronger than C–Cl bond | chain propagation steps produce more radicals |", "question": "Which statements explain the following reactions occurring in the upper atmosphere?", "answer_options": {"A": "C–Cl bond is stronger than C–F bond; chain propagation steps produce more radicals", "B": "C–F bond is stronger than C–Cl bond; chain termination steps cause chlorine radicals to reform chlorine molecules", "C": "C–Cl bond is stronger than C–F bond; chain termination steps cause chlorine radicals to reform chlorine molecules", "D": "C–F bond is stronger than C–Cl bond; chain propagation steps produce more radicals"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 330, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "final", "subject": "earth_science", "domain": "Atmosphere", "context": "Surface weather observations for multiple cities were recorded in a table.", "tables": "table_1:\nSurface weather observations for multiple cities.\n| City | Relative humidity (%) | Wind speed (m/s) | Barometric pressure (hPa) | Observed cloud types, if any |\n| --- | --- | --- | --- | --- |\n| A | 75 | 1.5 | 1028 | cirrus |\n| B | 30 | 7.5 | 1030 | none |\n| C | 90 | 7.5 | 1008 | nimbostratus |\n| D | 65 | 4.5 | 1020 | stratus |\n| E | 40 | 1.5 | 1010 | altocumulus |", "question": "Assume that all cities have the same temperature and pollutant output levels, and that the only significant source of pollution is from within the city. Which city is most likely to experience low visibility and severe air pollution?", "answer_options": {"A": "A", "B": "B", "C": "C", "D": "D", "E": "E"}, "answer_option_labels": ["A", "B", "C", "D", "E"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"} | |
| {"instance": 331, "assessment_program": "olympiad", "assessment_type": "competition", "assessment_category": "final", "subject": "earth_science", "domain": "Hydrosphere", "context": "Oceanographers collect samples of marine sediment, described in the table below.", "tables": "table_1:\nDescription of marine sediment samples\n| Sample | Description |\n| --- | --- |\n| A | Black shale and pyrite with trace hydrogen sulfide ($\\text{H}_2\\text{S}$) |\n| B | Red and brown clays interbedded with manganese nodules |\n| C | Crystalline chert and opal |", "question": "Which of the following is most likely true about the marine sediment samples?", "answer_options": {"A": "Samples A and B represent sediment commonly found near hydrothermal vents, whereas Sample C represents terrigenous sediment widely found in abyssal plains", "B": "Samples A and B indicate regions of significant downwelling, whereas Sample C indicates a region of significant upwelling", "C": "Samples A and B are likely found in deep marine environments, whereas Sample C is likely found in warm, shallow waters", "D": "Samples A and B formed in regions with relatively low productivity, whereas Sample C formed in a region with relatively high productivity", "E": "Samples A and B are sourced from continental shelf deposits, whereas Sample C is sourced near a mid-ocean ridge"}, "answer_option_labels": ["A", "B", "C", "D", "E"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"} | |