Datasets:
| {"id": 6, "assessment_program": "dc", "assessment_stage": "standalone", "subject": "biology", "domain": "Plant Biology", "context": "A student uses a light microscope to examine the leaf of a tomato plant. She observes that tiny openings in the plant leaves open and close under different light conditions. These openings are called stomata (singular: stoma). The student decides to design an experiment exploring how stomata open and close in a tomato plant in response to stimuli. The results will allow the student to model the relationship of stomata to homeostasis in the plant overall. The student exposed the plants to different amounts of light and humidity for a period of 30 minutes and then made observations.", "table_context": "Table 1. Experimental Results for stomata under different brightness and humidity conditions.", "tables": "Table 1. Experimental Results for stomata under different brightness and humidity conditions.\n| Experimental Condition | | Stomata State |\n| --- | --- | --- |\n| Brightness | Humidity | Results |\n| Very bright | Humid | Open |\n| Very bright | Dry | Closed |\n| Ordinary brightness | Very humid | Open |\n| Ordinary brightness | Very dry | Closed |\n| No light - dark | Humid | Closed |\n| No light - dark | Dry | Closed |", "question": "In a plant, when the turgor pressure is low, the stomata close and the leaves wilt. When the turgor pressure is high, the stomata open and the leaves are firm. Based on the data in Table 1, under which conditions would the leaf stay firm?", "options": {"A": "Ordinary brightness, very humid", "B": "Ordinary brightness, very dry", "C": "No light - dark, humid", "D": "No light - dark, dry"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "val", "num_answer_options": 1} | |
| {"id": 14, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Geometry", "context": "A random survey was conducted about gender and hair color. This table records the data.", "table_context": null, "tables": "table_1:\nmarkdown:\n| | Brown | Blonde | Red | Total |\n| --- | --- | --- | --- | --- |\n| Male | 548 | 876 | 82 | 1,506 |\n| Female | 612 | 716 | 66 | 1,394 |\n| Total | 1,160 | 1,592 | 148 | 2,900 |\n\ntitle:\nHair Color", "question": "What is the probability that a randomly selected person has blonde hair, given that the person selected is male?", "options": {"A": "0.51", "B": "0.55", "C": "0.58", "D": "0.63"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "val", "num_answer_options": 1} | |
| {"id": 77, "assessment_program": "north_carolina_eoc", "assessment_stage": "standalone", "subject": "biology", "domain": "Ecology", "context": "A biologist analyzed a sample of pond water and recorded the different organisms in the sample. This table shows the number of each organism in the pond sample.", "table_context": null, "tables": "table_1:\n| Organisms | Number |\n| --- | --- |\n| phytoplankton | 50,000–70,000 |\n| frogs | 50 |\n| insect larvae | 800–900 |\n| trout | 3 |", "question": "Why does the sample contain more phytoplankton than trout?", "options": {"A": "A trout requires less energy than a phytoplankton organism.", "B": "Phytoplankton receive energy from the other organisms.", "C": "Insect larvae obtain energy directly from the sun and transfer energy to the other organisms.", "D": "Phytoplankton obtain energy directly from the sun and transfer energy to the other organisms."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "val", "num_answer_options": 1} | |
| {"id": 94, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "For a store's grand opening, the first 800 customers to enter the store receive a coupon for 10% off, 20% off, or 30% off their entire purchase. The coupons are distributed randomly. The table below shows the number of each type of coupon that will be distributed.", "table_context": null, "tables": "table_1:\n| Coupon Value | Number of Coupons |\n| --- | --- |\n| 10% off | 525 |\n| 20% off | 225 |\n| 30% off | 50 |", "question": "Which expression shows how to find the probability that the first three customers to enter the store each receive a coupon for 30% off?", "options": {"A": "50/800 + 50/800 + 50/800", "B": "50/800 + 49/799 + 48/798", "C": "50/800 * 50/800 * 50/800", "D": "50/800 * 49/799 * 48/798"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "val", "num_answer_options": 1} | |
| {"id": 111, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Cell Biology", "context": null, "table_context": null, "tables": "table_1:\n| | | Second Base | | | | Third Base |\n| --- | --- | --- | --- | --- | --- | --- |\n| | | U | C | A | G | |\n| First Base | U | Phenylalanine | Serine | Tyrosine | Cysteine | U |\n| | | Phenylalanine | Serine | Tyrosine | Cysteine | C |\n| | | Leucine | Serine | Stop | Stop | A |\n| | | Leucine | Serine | Stop | Tryptophan | G |\n| C | | Leucine | Proline | Historine | Arginine | U |\n| | | Leucine | Proline | Historine | Arginine | C |\n| | | Leucine | Proline | Glutamine | Arginine | A |\n| | | Leucine | Proline | Glutamine | Arginine | G |\n| A | | Isoleucine | Threonine | Asparagine | Serine | U |\n| | | Isoleucine | Threonine | Asparagine | Serine | C |\n| | | Isoleucine | Threonine | Lysine | Arginine | A |\n| | | Methionine | Threonine | Lysine | Arginine | G |\n| G | | Valine | Alanine | Aspartic acid | Glycine | U |\n| | | Valine | Alanine | Aspartic acid | Glycine | C |\n| | | Valine | Alanine | Glutamic acid | Glycine | A |\n| | | Valine | Alanine | Glutamic acid | Glycine | G |", "question": "A sequence of a DNA template strand is shown. Which of these is the correct amino acid chain produced from the DNA template strand?", "options": {"F": "Arginine - Leucine - Proline - Asparagine - Lysine - Arginine", "G": "Tryptophan - Phenylalanine - Leucine - Glycine - Asparagine - Phenylalanine", "H": "Serine - Leucine - Proline - Asparagine - Lysine - Arginine", "J": "Tryptophan - Phenylalanine - Leucine - Glycine - Asparagine - Serine"}, "option_labels": ["F", "G", "H", "J"], "answer": ["F"], "split": "val", "num_answer_options": 1} | |
| {"id": 112, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Ecology", "context": null, "table_context": null, "tables": "table_1:\n| Organism | Energy Source |\n| --- | --- |\n| Raccoon | Frogs, bird eggs, fish, insects, snails, reptiles, plants |\n| Grass carp | Plants, mosquito larvae |\n| Great blue heron | Fish, frogs |\n| American alligator | Reptiles, birds, fish, mammals |\n| Southern leopard frog | Insects |\n| Butterfly orchid | Sunlight |\n| Eastern mud turtle | Fish, snails, tadpoles, plants, worms, insects |", "question": "The table lists some organisms found in a swamp ecosystem and their sources of energy. When constructing an energy pyramid of the swamp ecosystem, which of these would be placed at the top of the pyramid?", "options": {"F": "Grass carp", "G": "American alligator", "H": "Eastern mud turtle", "J": "Great blue heron"}, "option_labels": ["F", "G", "H", "J"], "answer": ["G"], "split": "val", "num_answer_options": 1} | |
| {"id": 114, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Ecology", "context": null, "table_context": null, "tables": "table_1:\n| Type of Community | Dominant Characteristics |\n| --- | --- |\n| Open oak woodland | Several species of oaks, cacti, and some scattered grasses among scattered boulders |\n| Mesquite grassland | Mesquite trees, abundant grasses in areas with thick soil, and few boulders |\n| Floodplain | A thick mix of trees, shrubs, grasses, and numerous wildflowers; floods with heavy rains |\n| Granite rock | Barren rock with lichen patches |", "question": "Enchanted Rock State Natural Area is located in Central Texas. Enchanted Rock is a dome of granite. The area contains four easily identifiable communities. The table describes characteristics of each type of community in the area. A student studying primary succession should focus on which of these communities?", "options": {"A": "Open oak woodland", "B": "Mesquite grassland", "C": "Floodplain", "D": "Granite rock"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "val", "num_answer_options": 1} | |
| {"id": 192, "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 claim that 2 samples having the same density will always be composed of the same substance, regardless of the values of the other 4 properties. Which of the students, if any, would be likely to agree with this claim?", "options": {"A": "Students 1 and 2 only", "B": "Students 2, 3, and 4 only", "C": "All of the students", "D": "None of the students"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "val", "num_answer_options": 1} | |
| {"id": 193, "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": "Which of Students 2, 3, and 4 would be likely to agree that Sample A and Sample B are composed of the same substance?", "options": {"A": "Students 2 and 3 only", "B": "Students 2 and 4 only", "C": "Students 3 and 4 only", "D": "Students 2, 3, and 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "val", "num_answer_options": 1} | |
| {"id": 225, "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": "Estuary", "options": {"A": "A", "B": "B"}, "option_labels": ["A", "B"], "answer": ["A"], "split": "val", "num_answer_options": 1} | |
| {"id": 226, "assessment_program": "bowl", "assessment_stage": "pre-qualifying", "subject": "biology", "domain": "Plant Biology", "context": "In the ABC hypothesis of flower development, the expression of the following combinations of genes leads to the development of specific flower organs (parts of this table are intentionally left blank):", "table_context": null, "tables": "table_1:\n| Genes expressed | Flower part |\n| --- | --- |\n| A | Sepals |\n| A+B | |\n| B+C | Stamens |\n| C | |", "question": "Predict the flower part(s) of the table above, recalling that flower organs occur in whorls, and that the \"A\" gene is not expressed in the inner two whorls. If a flowering plant mutant with no \"B\" gene is produced, what flower organs does it lack?", "options": {"A": "Carpels", "B": "Petals", "C": "Stamens", "D": "Two of the above", "E": "ALL of the above"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["D"], "split": "val", "num_answer_options": 1} | |
| {"id": 252, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "kinetics", "context": "For the reaction:\n\n$$\\mathrm{Cr}(\\mathrm{H}_2\\mathrm{O})_6^{3 + }(aq) + \\mathrm{SCN}(aq)\\rightarrow$$\n\n$$\\mathrm{Cr}(\\mathrm{H}_2\\mathrm{O})_5\\mathrm{SCN}^{2 + }(aq) + \\mathrm{H}_2\\mathrm{O}(l)$$\n\nThe following data were collected:", "table_context": null, "tables": "table_1:\n| [Cr(H2O)6+3], M | [SCN], M | Rate, M hr-1 |\n| --- | --- | --- |\n| 0.028 | 0.040 | 8.1×10-6 |\n| 0.028 | 0.055 | 1.1×10-5 |\n| 0.037 | 0.055 | 1.5×10-5 |", "question": "What is the rate law for the reaction?", "options": {"A": "Rate $= (9.1\\times 10^{-9}\\mathrm{M}^{-1}\\mathrm{hr}^{-1})[\\mathrm{Cr}(\\mathrm{H}_2\\mathrm{O})_6^{3 + }][\\mathrm{SCN}^{-}]$", "B": "Rate $= (7.2\\times 10^{-3}\\mathrm{M}^{-1}\\mathrm{hr}^{-1})[\\mathrm{Cr}(\\mathrm{H}_2\\mathrm{O})_6^{3 + }][\\mathrm{SCN}^{-}]$", "C": "Rate $= (2.9\\times 10^{-4}\\mathrm{hr}^{-1})[\\mathrm{Cr}(\\mathrm{H}_2\\mathrm{O})_6^{3 + }]$", "D": "Rate $= (3.9\\times 10^{-4}\\mathrm{hr}^{-1})[\\mathrm{Cr}(\\mathrm{H}_2\\mathrm{O})_6^{3 + }]$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "val", "num_answer_options": 1} | |
| {"id": 257, "assessment_program": "olympiad", "assessment_stage": "prequalifying", "subject": "chemistry", "domain": "chemical_reactions", "context": "The following data were collected for the reaction of A and B:", "table_context": null, "tables": "table_1:\n| [A]0 (M) | [B]0 (M) | Initial rate (M/s) |\n| --- | --- | --- |\n| 0.20 | 0.20 | 600 |\n| 0.60 | 0.40 | 7200 |\n| 0.60 | 0.80 | 28800 |", "question": "What is the order of the reaction with respect to A and B?", "options": {"A": "$0^{\\mathrm{th}}$ order in A, $2^{\\mathrm{nd}}$ order in B", "B": "$1^{\\mathrm{st}}$ order in A, $1^{\\mathrm{st}}$ order in B", "C": "$2^{\\mathrm{nd}}$ order in A, $1^{\\mathrm{st}}$ order in B", "D": "$1^{\\mathrm{st}}$ order in A, $2^{\\mathrm{nd}}$ order in B"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "val", "num_answer_options": 1} | |
| {"id": 302, "assessment_program": "sat", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Statistics and Probability", "context": "Five *Eretmochelys imbricata*, a type of sea turtle, each have a nest. The table shows an original data set of the number of eggs that each turtle laid in its nest.", "table_context": null, "tables": "table_1:\n| Nest | Number of eggs |\n| --- | --- |\n| A | 149 |\n| B | 144 |\n| C | 148 |\n| D | 136 |\n| E | 139 |", "question": "A sixth nest with 121 eggs is added to create a new data set. Which of the following correctly compares the means of the two data sets?", "options": {"A": "The mean of the original data set is greater than the mean of the new data set.", "B": "The mean of the original data set is less than the mean of the new data set.", "C": "The means of both data sets are equal.", "D": "There is not enough information to compare the means."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "val", "num_answer_options": 1} | |
| {"id": 320, "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": "Which statement correctly describes the information provided in the table?", "options": {"A": "Children in group 1 have the genetic makeup $FF$ .", "B": "Children in group 3 have the genetic makeup $ff$ .", "C": "Children in group 2 have the genetic makeup either $FF$ or $ff$ .", "D": "Children in group 2 have the genetic makeup $Ff$ ."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "val", "num_answer_options": 1} | |
| {"id": 332, "assessment_program": "olympiad", "assessment_stage": "final", "subject": "earth_science", "domain": "Atmosphere", "context": "At a given point, two weather models, A and B, predict the same geopotential heights for the 1000 and 500 hPa pressure levels. However, they predict different temperature anomalies (relative to the climatological average within each pressure level), as shown in the table below.", "table_context": null, "tables": "table_1:\nTable showing temperature anomalies (°C) for two weather models at 1000 hPa and 500 hPa pressure levels.\n| | 1000 hPa | 500 hPa |\n| --- | --- | --- |\n| A | +3 °C | +1 °C |\n| B | +3 °C | +5 °C |", "question": "Which of the following about the 1000-500 hPa layer must be true given the information above? I) A predicts a less stable atmosphere than BII) A predicts a conditionally unstable atmosphereIII) B predicts an atmospheric inversion", "options": {"A": "None", "B": "I only", "C": "III only", "D": "I and II", "E": "I and III"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["B"], "split": "val", "num_answer_options": 1} | |
| {"id": 333, "assessment_program": "olympiad", "assessment_stage": "final", "subject": "earth_science", "domain": "Astronomy and Space Science", "context": "A total solar eclipse occurs during July. Assuming that the Sun, Moon and Earth are collinear during the height of the eclipse and using the table of values provided below, which of the following is closest to the maximum radius of the resulting umbra?", "table_context": null, "tables": "table_1:\nTable of values for the radii and distances of the Sun, Earth, and Moon.\n| Radius of the Sun | 6.96 \\cdot 10^5 km |\n| --- | --- |\n| Radius of Earth | 6370 km |\n| Radius of the Moon | 1740 km |\n| Perihelion of Earth | 1.47 \\cdot 10^8 km |\n| Aphelion of Earth | 1.52 \\cdot 10^8 km |\n| Perigee of Moon | 3.62 \\cdot 10^5 km |\n| Apogee of Moon | 4.05 \\cdot 10^5 km |", "question": "Which of the following is closest to the maximum radius of the resulting umbra?", "options": {"A": "28 km", "B": "56 km", "C": "84 km", "D": "112 km"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "val", "num_answer_options": 1} | |