| {"id": 1, "assessment_program": "georgia_milestones_eoc", "assessment_stage": "standalone", "subject": "biology", "domain": "Plant Biology", "context": "The diagram shows a plant's responses to stimuli.", "images": ["images/context_text_table_image__text_options/70_0.jpg"], "tables": "table_1:\nmarkdown:\n| Response | Explanation |\n| --- | --- |\n| 1 | In response to light, a plant hormone causes the shoot to lengthen more on one side, and the stem bends toward the light. |\n| 2 | In response to gravity, a plant hormone accumulates in certain areas, and the roots grow downward. |\n\ntitle:\nTable A\n\ntable_2:\nmarkdown:\n| Response | Explanation |\n| --- | --- |\n| 1 | In response to the heat, sensors in the shoot are activated, and the shoot bends toward the Sun. |\n| 2 | In response to touching the soil, sensors in the root are activated, and the roots grow downward. |\n\ntitle:\nTable C\n\ntable_3:\nmarkdown:\n| Response | Explanation |\n| --- | --- |\n| 1 | In response to light, the chloroplasts begin to photosynthesize, and the shoot leans toward the light. |\n| 2 | In response to water, the vacuoles on one side of the roots swell, and the roots grow downward. |\n\ntitle:\nTable B\n\ntable_4:\nmarkdown:\n| Response | Explanation |\n| --- | --- |\n| 1 | In response to gravity, a plant hormone causes cell replication, and the shoot grows upward. |\n| 2 | In response to light, a plant hormone causes cells to move away from the Sun, and the roots grow downward. |\n\ntitle:\nTable D", "question": "Which table presents explanations for the plant's responses?", "options": {"A": "Table A", "B": "Table B", "C": "Table C", "D": "Table D"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} |
| {"id": 2, "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 $KE = \frac{1}{2}mv^2$ , 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.", "images": ["images/context_text_table_image__text_options/06ad68b0cea2ad6d77fa7c4b8254d530_3_img.webp", "images/context_text_table_image__text_options/06ad68b0cea2ad6d77fa7c4b8254d530_5_img.webp", "images/context_text_table_image__text_options/06ad68b0cea2ad6d77fa7c4b8254d530_7_img.webp"], "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": "One of the hikers drops the white oak acorn, pin oak acorn, and McIntosh apple from the same height. Which set shows the fruits in order from the fruit with the least amount of force to the fruit with the greatest amount of force when it hits the ground?", "options": {"A": "McIntosh apple → pin oak acorn → white oak acorn", "B": "McIntosh apple → white oak acorn → pin oak acorn", "C": "white oak acorn → pin oak acorn → McIntosh apple", "D": "pin oak acorn → white oak acorn → McIntosh apple"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 3, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "earth_science", "domain": "Earth Systems", "context": "A group of students want to examine how the storage of solar radiation impacts Earth's global climate. They decide to perform an experiment in which they determine how land and water absorb and retain thermal energy. To represent land, the students use sand. The students place each material in a beaker and place them under a heat lamp for 10 minutes. Every 2 minutes they record the temperatures. After 10 minutes, the students turn off the heat lamp and continue to record the temperatures as the materials cool. The students created the graph using the data they collected.", "images": ["images/context_text_table_image__text_options/a5964689b0b760d284c3cc421c38233c_4_img.webp"], "tables": "table_1:\nmarkdown:\n| Material | Specific Heat (Joule/gram °C) |\n| --- | --- |\n| Liquid water | 4.18 |\n| Solid water (ice) | 2.11 |\n| Water vapor | 2.00 |\n| Seawater | 3.90 |\n| Oxygen (gas) | 0.92 |\n| Dry air | 1.01 |\n| Moist air | 1.44 |\n| Granite rock | 0.84 |\n| Dry sand | 0.80 |\n| Moist sand | 2.51 |\n\ntitle:\nSpecific Heat of Earth Materials", "question": "Which phenomenon are the students most likely trying to understand by investigating the specific heat of several earth materials?", "options": {"A": "the amount of thermal energy each Earth material is able to reflect and redistribute", "B": "the amount of thermal energy each Earth material is able to store and redistribute", "C": "the time it takes for different Earth materials to heat up as well as the time it takes for their stored energy to go away", "D": "the time it takes for the air around each Earth material to be heated or cooled"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 6, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Geometry", "context": "Given: lines $k$ and $n$ intersect to form angles 1, 2, 3, and 4.\n\n\n\nProve: $\\angle 2 \\cong \\angle 4$\n\nAn incomplete proof is shown.", "images": ["images/context_text_table_image__text_options/7427b6e4ab31edbe57a4a0d513a5188d_4_img.webp"], "tables": "table_1:\n| Step | Statement | Reason |\n| --- | --- | --- |\n| 1 | Lines k and n intersect to form angles 1, 2, 3, and 4. | Given |\n| 2 | Angles 1 and 2 form a linear pair. Angles 1 and 4 form a linear pair. | Definition of a linear pair |\n| 3 | Angles 1 and 2 are supplementary. Angles 1 and 4 are supplementary. | Angles that form a linear pair are supplementary. |\n| 4 | m\\angle 1 + m\\angle 2 = 180^\\circ m\\angle 1 + m\\angle 4 = 180^\\circ | The sum of the measures of supplementary angles is 180^\\circ . |\n| 5 | m\\angle 1 + m\\angle 2 = m\\angle 1 + m\\angle 4 | Transitive Property |\n| 6 | m\\angle 2 = m\\angle 4 | ? |\n| 7 | \\angle 2 \\cong \\angle 4 | Angles that have the same measure are congruent. |", "question": "Which reason for step 6 correctly completes the proof?", "options": {"A": "Substitution", "B": "Reflexive Property", "C": "Subtraction Property of Equality", "D": "Definition of Supplementary Angles"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 7, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Geometry", "context": "Given: $\\angle P \\cong \\angle J$ , $\\angle Q \\cong \\angle K$\n\nProve: $KL = 2.8$\n\nAn incomplete proof is shown in the table.", "images": ["images/context_text_table_image__text_options/7af52b427e9ced02e96e18be0eca084c_5_img.webp"], "tables": "table_1:\n| Step | Statement | Reason |\n| --- | --- | --- |\n| 1 | \\angle P \\cong \\angle J , \\angle Q \\cong \\angle K , PR = 5 , QR = 7 , and JL = 2 . | Given |\n| 2 | \\triangle PQR \\sim \\triangle JKL | ? |\n| 3 | \\frac{KL}{QR} = \\frac{JL}{PR} | ? |\n| 4 | \\frac{KL}{7} = \\frac{2}{5} | Substitution |\n| 5 | KL = \\frac{14}{5} = 2.8 | Multiplication property of equality |", "question": "What are the reasons for Step 2 and Step 3 that can be used to complete the proof?", "options": {"A": "Step 2: AA Similarity Step 3: Corresponding sides of similar triangles are proportional.", "B": "Step 2: AA Similarity Step 3: The measures of corresponding angles of similar triangles are equal.", "C": "Step 2: SAS Similarity Step 3: Corresponding sides of similar triangles are proportional.", "D": "Step 2: SAS Similarity Step 3: The measures of corresponding angles of similar triangles are equal."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} |
| {"id": 8, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Geometry", "context": "Given: $\\overline{PQ} \\parallel \\overline{JL}$\n\nProve: $\\frac{JP}{PK} = \\frac{LQ}{QK}$\n\nAn incomplete proof is shown in the table.", "images": ["images/context_text_table_image__text_options/f543080c73e247811d79bc20155949bb_6_img.webp"], "tables": "table_1:\n| Step | Statement | Reason |\n| --- | --- | --- |\n| 1 | \\overline{PQ} \\parallel \\overline{JL} | Given |\n| 2 | \\angle KPQ \\cong \\angle KJL, \\angle KQP \\cong \\angle KLJ ? | |\n| 3 | \\triangle PKQ \\sim \\triangle JKL | AA criterion |\n| 4 | \\frac{JK}{PK} = \\frac{LK}{QK} | ? |\n| 5 | \\frac{JP + PK}{PK} = \\frac{LQ + QK}{QK} | Segment addition postulate |\n| 6 | \\frac{JP}{PK} + \\frac{PK}{PK} = \\frac{LQ}{QK} + \\frac{QK}{QK} | Distributive property |\n| 7 | \\frac{JP}{PK} = \\frac{LQ}{QK} | Addition property of equality |", "question": "Which reasons for Step 2 and Step 4 complete the proof?", "options": {"A": "Step 2: When two parallel lines are cut by a transversal, corresponding angles are congruent.", "B": "Step 2: When two parallel lines are cut by a transversal, alternate interior angles are congruent.", "C": "Step 4: Corresponding sides of similar triangles are congruent.", "D": "Step 4: Corresponding sides of similar triangles are proportional.", "E": "Step 4: Corresponding sides of congruent triangles are congruent.", "F": "Step 4: Corresponding sides of congruent triangles are proportional."}, "option_labels": ["A", "B", "C", "D", "E", "F"], "answer": ["A", "D"], "split": "test", "num_answer_options": 2} |
| {"id": 9, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Evolution and Biodiversity", "context": "Some species of snakes can produce a toxin known as venom. Scientists have identified specific genes responsible for producing venom. The cladogram shows groups of snakes and the percentage of venomous species in each group.\n\n<table><thead><tr><th colspan=\"2\">Percentage of Species that Are Venomous</th></tr></thead><tbody><tr><td>Blind snakes</td><td>0%</td></tr><tr><td>Pythons and boas</td><td>0%</td></tr><tr><td>Vipers</td><td>100%</td></tr><tr><td>Cobras, mambas, and sea snakes</td><td>100%</td></tr><tr><td>Burrowing vipers</td><td>100%</td></tr><tr><td>Rear-fanged snakes</td><td>35%</td></tr></tbody></table>\n\n", "images": ["images/context_text_table_image__text_options/2e36639b9a415c27986481d04ef72f56_5_img.webp"], "tables": "table_1:\n| Percentage of Species that Are Venomous | |\n| --- | --- |\n| Blind snakes | 0% |\n| Pythons and boas | 0% |\n| Vipers | 100% |\n| Cobras, mambas, and sea snakes | 100% |\n| Burrowing vipers | 100% |\n| Rear-fanged snakes | 35% |", "question": "Which of the following locations on the cladogram shows where the ability to produce venom most likely originated?", "options": {"A": "(A) location W", "B": "(B) location X", "C": "(C) location Y", "D": "(D) location Z"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 10, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "Corn is one of the most important crops grown in the United States. Corn, which is mostly starch, is used as a food source for humans and other animals.\n\nHumans first developed corn as a food crop over 8000 years ago. These early farmers produced corn by selectively breeding a wild grass called teosinte. The kernels of teosinte have a hard coating that makes them difficult for humans to eat. A key step in developing corn as a food crop was selecting individual plants that produced kernels without this coating so that they could more easily be used as a food source. The illustrations show the kernels on an ear of corn and the kernels on an ear of teosinte.\n\nCorn and teosinte share the scientific name Zea mays. A single gene with two alleles codes for kernel coating (H) or no kernel coating (h) in Zea mays. To determine the inheritance pattern of this gene, scientists crossed teosinte that is true- breeding (homozygous) for kernel coating and domestic corn that is true- breeding for no kernel coating to produce offspring with partially formed kernel coatings. The three phenotypes and their genotypes are shown in the table.", "images": ["images/context_text_table_image__text_options/15_0.jpg"], "tables": "table_1:\n| Phenotype | Genotype |\n| --- | --- |\n| kernel coating | HH |\n| no kernel coating | hh |\n| partially formed kernel coating | Hh |", "question": "A student claims that the inheritance pattern for kernel coating is incomplete dominance.\n\nWhich of the following pieces of evidence best supports the student's claim?", "options": {"A": "Corn and teosinte share the scientific name Zea mays.", "B": "Early farmers produced corn by selectively breeding teosinte.", "C": "A single gene with two alleles codes for the presence or absence of kernel coating in Zea mays.", "D": "The cross between domestic corn and teosinte produced offspring with partially formed kernel coatings."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 11, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Evolution and Biodiversity", "context": "Corn is one of the most important crops grown in the United States. Corn, which is mostly starch, is used as a food source for humans and other animals.\n\nHumans first developed corn as a food crop over 8000 years ago. These early farmers produced corn by selectively breeding a wild grass called teosinte. The kernels of teosinte have a hard coating that makes them difficult for humans to eat. A key step in developing corn as a food crop was selecting individual plants that produced kernels without this coating so that they could more easily be used as a food source. The illustrations show the kernels on an ear of corn and the kernels on an ear of teosinte.\n\nCorn and teosinte share the scientific name Zea mays. A single gene with two alleles codes for kernel coating (H) or no kernel coating (h) in Zea mays. To determine the inheritance pattern of this gene, scientists crossed teosinte that is true- breeding (homozygous) for kernel coating and domestic corn that is true- breeding for no kernel coating to produce offspring with partially formed kernel coatings. The three phenotypes and their genotypes are shown in the table.", "images": ["images/context_text_table_image__text_options/15_0.jpg"], "tables": "table_1:\n| Phenotype | Genotype |\n| --- | --- |\n| kernel coating | HH |\n| no kernel coating | hh |\n| partially formed kernel coating | Hh |", "question": "Scientists crossed true- breeding corn and true- breeding teosinte to determine whether the plants produce fertile offspring. Which of the following questions was this experiment designed to answer?", "options": {"A": "Are corn and teosinte different species?", "B": "Do corn and teosinte both use seeds to reproduce?", "C": "Can corn and teosinte plants grow in similar environments?", "D": "Do corn plants contain more dominant alleles than teosinte plants do?"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} |
| {"id": 12, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Evolution and Biodiversity", "context": "Corn is one of the most important crops grown in the United States. Corn, which is mostly starch, is used as a food source for humans and other animals.\n\nHumans first developed corn as a food crop over 8000 years ago. These early farmers produced corn by selectively breeding a wild grass called teosinte. The kernels of teosinte have a hard coating that makes them difficult for humans to eat. A key step in developing corn as a food crop was selecting individual plants that produced kernels without this coating so that they could more easily be used as a food source. The illustrations show the kernels on an ear of corn and the kernels on an ear of teosinte.\n\nCorn and teosinte share the scientific name Zea mays. A single gene with two alleles codes for kernel coating (H) or no kernel coating (h) in Zea mays. To determine the inheritance pattern of this gene, scientists crossed teosinte that is true- breeding (homozygous) for kernel coating and domestic corn that is true- breeding for no kernel coating to produce offspring with partially formed kernel coatings. The three phenotypes and their genotypes are shown in the table. An insect called the European corn borer can reduce the amount of corn from corn crops. To protect corn from this insect, scientists genetically modified corn plants. The scientists inserted a gene into the genome of corn plants. The gene codes for the production of a toxin that can kill the corn borer.", "images": ["images/context_text_table_image__text_options/15_0.jpg"], "tables": "table_1:\n| Phenotype | Genotype |\n| --- | --- |\n| kernel coating | HH |\n| no kernel coating | hh |\n| partially formed kernel coating | Hh |", "question": "What will most likely happen within the corn borer population over time?", "options": {"A": "Corn borers will produce new genes and will become less common.", "B": "Corn borers that can reproduce asexually will become more common.", "C": "Corn borers that start eating other insects to avoid the toxin will become less common.", "D": "Corn borers with resistance to the toxin will survive to reproduce and will become more common."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 13, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "Corn is one of the most important crops grown in the United States. Corn, which is mostly starch, is used as a food source for humans and other animals.\n\nHumans first developed corn as a food crop over 8000 years ago. These early farmers produced corn by selectively breeding a wild grass called teosinte. The kernels of teosinte have a hard coating that makes them difficult for humans to eat. A key step in developing corn as a food crop was selecting individual plants that produced kernels without this coating so that they could more easily be used as a food source. The illustrations show the kernels on an ear of corn and the kernels on an ear of teosinte.\n\nCorn and teosinte share the scientific name Zea mays. A single gene with two alleles codes for kernel coating (H) or no kernel coating (h) in Zea mays. To determine the inheritance pattern of this gene, scientists crossed teosinte that is true- breeding (homozygous) for kernel coating and domestic corn that is true- breeding for no kernel coating to produce offspring with partially formed kernel coatings. The three phenotypes and their genotypes are shown in the table. An insect called the European corn borer can reduce the amount of corn from corn crops. To protect corn from this insect, scientists genetically modified corn plants. The scientists inserted a gene into the genome of corn plants. The gene codes for the production of a toxin that can kill the corn borer.", "images": ["images/context_text_table_image__text_options/15_0.jpg"], "tables": "table_1:\n| Phenotype | Genotype |\n| --- | --- |\n| kernel coating | HH |\n| no kernel coating | hh |\n| partially formed kernel coating | Hh |", "question": "Scientists studied reproduction in corn and teosinte. Select two types of cells that combine to produce offspring when a corn plant is crossed with a teosinte plant.", "options": {"A": "egg", "B": "leaf", "C": "root", "D": "stem"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A", "B"], "split": "test", "num_answer_options": 2} |
| {"id": 14, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": "Corn is one of the most important crops grown in the United States. Corn, which is mostly starch, is used as a food source for humans and other animals.\n\nHumans first developed corn as a food crop over 8000 years ago. These early farmers produced corn by selectively breeding a wild grass called teosinte. The kernels of teosinte have a hard coating that makes them difficult for humans to eat. A key step in developing corn as a food crop was selecting individual plants that produced kernels without this coating so that they could more easily be used as a food source. The illustrations show the kernels on an ear of corn and the kernels on an ear of teosinte.\n\nCorn and teosinte share the scientific name Zea mays. A single gene with two alleles codes for kernel coating (H) or no kernel coating (h) in Zea mays. To determine the inheritance pattern of this gene, scientists crossed teosinte that is true- breeding (homozygous) for kernel coating and domestic corn that is true- breeding for no kernel coating to produce offspring with partially formed kernel coatings. The three phenotypes and their genotypes are shown in the table. An insect called the European corn borer can reduce the amount of corn from corn crops. To protect corn from this insect, scientists genetically modified corn plants. The scientists inserted a gene into the genome of corn plants. The gene codes for the production of a toxin that can kill the corn borer. Scientists studied reproduction in corn and teosinte.", "images": ["images/context_text_table_image__text_options/15_0.jpg"], "tables": "table_1:\n| Phenotype | Genotype |\n| --- | --- |\n| kernel coating | HH |\n| no kernel coating | hh |\n| partially formed kernel coating | Hh |", "question": "Corn kernels are fertilized seeds that develop into corn plants after they are planted. How does the number of chromosomes in a corn kernel cell compare to the number of chromosomes in the body cell of a corn plant?", "options": {"A": "A corn kernel cell has half as many chromosomes as the body cell because the kernel is a gamete.", "B": "A corn kernel cell has the same number of chromosomes as the body cell because the kernel developed from a zygote.", "C": "A corn kernel cell has twice as many chromosomes as the body cell because the kernel developed from two corn plants.", "D": "A corn kernel cell has no chromosomes and the body cell has a full set of chromosomes because chromosomes are produced as the corn plant grows."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} |
| {"id": 16, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "biology", "domain": "Molecular Biology", "context": "Rock pocket mice are small rodents that live in Arizona and New Mexico. They can have either light- colored fur or dark- colored fur. Fur color is determined by a group of pigments called melanin. Two types of melanin are pheomelanin and eumelanin. Mice with light- colored fur mostly have pheomelanin, whereas mice with dark- colored fur mostly have eumelanin. In rock pocket mice, the Mc1r gene controls whether eumelanin or pheomelanin is produced. Scientists have identified two alleles, D and d, for the gene. The allele for dark- colored fur (D) is dominant to the allele for light- colored fur (d). ost of the habitat for rock pocket mice consists of light- colored rock called granite. However, there are several areas where the mice live that are made up of dark- colored rock called basalt. Basalt rock formed when lava flowed over granite rock and cooled. Owls and other predators use their sense of sight to hunt rock pocket mice. The map shows six study sites where scientists have observed these mice. Scientists collected data on the fur color of rock pocket mice and the type of rock at each study site. The table shows the type of rock, the number of mice with light-colored fur, and the number of mice with dark-colored fur at each study site.The pigment eumelanin contains the elements hydrogen and oxygen.", "images": ["images/context_text_table_image__text_options/12_0.jpg"], "tables": "table_1:\n| Study Site | Type of Rock | Light-Colored Fur | Dark-Colored Fur |\n| --- | --- | --- | --- |\n| 1 | basalt | 2 | 6 |\n| 2 | granite | 10 | 1 |\n| 3 | granite | 15 | 0 |\n| 4 | granite | 5 | 0 |\n| 5 | granite | 12 | 0 |\n| 6 | basalt | 1 | 7 |", "question": "What other two elements make up eumelanin?", "options": {"A": "iron and nitrogen", "B": "carbon and nickel", "C": "carbon and nitrogen", "D": "calcium and potassium"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 20, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Algebra", "context": "This graph shows quadratic function $f(x)$.\n\nThis table represents points on the graph of a different quadratic function, $g(x)$.", "images": ["images/context_text_table_image__text_options/17_0.jpg"], "tables": "table_1:\n| x | -4 | -2 | 0 | 2 | 4 | 6 |\n| --- | --- | --- | --- | --- | --- | --- |\n| g(x) | -7 | -4 | -3 | -4 | -7 | -12 |", "question": "Part A\n\nWhich of the following statements about functions $f(x)$ and $g(x)$ is true?", "options": {"A": "The minimum value of $f(x)$ is equal to the maximum value of $g(x)$.", "B": "The minimum value of $f(x)$ is less than the maximum value of $g(x)$.", "C": "The minimum value of $f(x)$ is greater than the maximum value of $g(x)$.", "D": "The minimum value of $f(x)$ cannot be compared to the maximum value of $g(x)$."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 23, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "Energy", "context": "Based on the data in the table, which of the following graphs best represents the gravitational potential energy (GPE) and kinetic energy (KE) of the ball at position 1 and at position 2?", "images": ["images/context_text_table_image__text_options/aa392e199d4b437e02eafc3904fe8ec3_4_img.webp", "images/context_text_table_image__text_options/aa392e199d4b437e02eafc3904fe8ec3_5_img.webp", "images/context_text_table_image__text_options/aa392e199d4b437e02eafc3904fe8ec3_6_img.webp", "images/context_text_table_image__text_options/aa392e199d4b437e02eafc3904fe8ec3_7_img.webp"], "tables": "table_1:\n| Position | Speed (m/s) | Height (m) | Direction of Motion |\n| --- | --- | --- | --- |\n| 1 | 0 | 1.16 | no motion |\n| 2 | 3.2 | 0.65 | downward |\n| 3 | 0 | 0 | no motion |\n| 4 | 2.8 | 0.65 | upward |\n| 5 | 0 | 1.04 | no motion |", "question": "Which of the following graphs best represents the gravitational potential energy (GPE) and kinetic energy (KE) of the ball at position 1 and at position 2?", "options": {"A": "Graph A", "B": "Graph B", "C": "Graph C", "D": "Graph D"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 24, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "Energy", "context": "Tritium is a form of hydrogen. The diagram shows a model of a tritium nucleus before and after it undergoes a nuclear process.", "images": ["images/context_text_table_image__text_options/b11ecd1ffc0e0bcb0f09cb7f733e9aa1_5_img.webp", "images/context_text_table_image__text_options/b11ecd1ffc0e0bcb0f09cb7f733e9aa1_7_img.webp"], "tables": "table_1:\n| Key |\n| --- |\n| Proton |\n| Neutron |\n| Electron |", "question": "Which of the following best describes the nuclear process shown in the model?", "options": {"A": "The nuclear process is fusion, and energy is released.", "B": "The nuclear process is fusion, and energy is absorbed.", "C": "The nuclear process is beta decay, and energy is released.", "D": "The nuclear process is beta decay, and energy is absorbed."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 25, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "modern_physics", "context": "Tritium is a form of hydrogen. The diagram shows a model of a tritium nucleus before and after it undergoes a nuclear process. The tritium nucleus is at rest before the nuclear process. The arrows represent the magnitude and direction of the velocity of the particles after the nuclear process.", "images": ["images/context_text_table_image__text_options/08fc5cbf719611cec3a0661163d3730f_5_img.webp", "images/context_text_table_image__text_options/08fc5cbf719611cec3a0661163d3730f_7_img.webp"], "tables": "table_1:\n| Key | |\n| --- | --- |\n| (+) | Proton |\n| (Gray circle) | Neutron |\n| (Black circle) | Electron |", "question": "Which of the following best describes the nuclear process shown in the model?", "options": {"A": "The nuclear process is fusion, and energy is released.", "B": "The nuclear process is fusion, and energy is absorbed.", "C": "The nuclear process is beta decay, and energy is released.", "D": "The nuclear process is beta decay, and energy is absorbed."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 26, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "electricity_magnetism", "context": "In an investigation, students wrapped an insulated copper wire around an iron nail so that the nail had 20 loops around it. They connected the ends of the wire to a 1.5 V battery. The setup is shown.\n\nA student held the nail with the wire above several metal paper clips. Some of the paper clips accelerated upward toward the nail.", "images": ["images/context_text_table_image__text_options/c95d368c6d23cf7c428556f4763a3758_5_img.webp"], "tables": "table_1:\n| Number of Loops of Wire | Number of Paper Clips Picked Up |\n| --- | --- |\n| 10 | |\n| 20 | |\n| 30 | |\n| 40 | |", "question": "### Part B\n\nThe students next investigated the number of paper clips that could be picked up when there were different numbers of loops of wire around the nail. The students made the table shown to record their data.\n\nWhich of the following questions were the students most likely trying to answer in their investigation?", "options": {"A": "How does the number of paper clips picked up affect the electric field around the battery?", "B": "How does the number of paper clips picked up affect the gravitational field on the battery?", "C": "How does the number of loops of wire affect the strength of the magnetic field around the wire?", "D": "How does the number of loops of wire affect the electric field that moves through the paper clips?"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 27, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "thermal_physics", "context": "A student conducted two investigations to learn about thermal energy transfer.\n\n## Investigation 1\n\nDuring investigation 1, the student used two insulated containers, container 1 and container 2. The student added 500 g of 95°C water to container 1 and 500 g of 5°C water to container 2. The student closed the containers and placed a thermometer in each. The student then placed one end of a U-shaped piece of metal into the water in container 1 and the other end into the water in container 2, as shown.\n\nNext, the student measured the water temperature in each container over time. The data are shown in Table 1.\n\n**Table 1: Temperature of Water over Time**", "images": ["images/context_text_table_image__text_options/84b5e29912598949e8f8759c367910cb_4_img.webp", "images/context_text_table_image__text_options/4e276d04a6dd5a7afa88bde0766d63c4_8_img.webp"], "tables": "table_1:\n| Key |\n| --- |\n| ----- Container 1 |\n| ---- Container 2 |\n\ntable_2:\n| Time (s) | Container 1 Temperature (°C) | Container 2 Temperature (°C) |\n| --- | --- | --- |\n| 0 | 95.0 | 5.0 |\n| 100 | 77.3 | 22.7 |\n| 200 | 66.6 | 33.4 |\n| 300 | 60.0 | 40.0 |\n| 400 | 56.1 | 43.9 |\n| 500 | 53.7 | 46.3 |\n| 600 | 52.2 | 47.8 |\n| 700 | 50.0 | 50.0 |\n| 800 | 50.0 | 50.0 |", "question": "The data from investigation 1 are represented in the graph. Four points on the graph are labeled W, X, Y, and Z.\n\n**Water Temperature vs. Time**\n\nThe graph shows Water Temperature ($^\\circ$ C) on the Y-axis (0 to 100) versus Time (s) on the X-axis (0 to 800). Two curves represent thermal equilibrium. Container 1 (dotted line) starts at 80 $^\\circ$ C and cools. Container 2 (solid line) starts at 0 $^\\circ$ C and heats up. They intersect at point Y, which is approximately 48 $^\\circ$ C and 700 s. Points W, X, and Z are also marked on the graph.\n\n\n\nAt which point did container 1 and container 2 first reach thermal equilibrium?", "options": {"A": "point W", "B": "point X", "C": "point Y", "D": "point Z"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 28, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "thermal_physics", "context": "A student conducted two investigations to learn about thermal energy transfer.\n\n## Investigation 1\n\nDuring investigation 1, the student used two insulated containers, container 1 and container 2. The student added 500 g of 95°C water to container 1 and 500 g of 5°C water to container 2. The student closed the containers and placed a thermometer in each. The student then placed one end of a U-shaped piece of metal into the water in container 1 and the other end into the water in container 2, as shown.\n\nNext, the student measured the water temperature in each container over time. The data are shown in Table 1.\n\n**Table 1: Temperature of Water over Time**", "images": ["images/context_text_table_image__text_options/4e276d04a6dd5a7afa88bde0766d63c4_8_img.webp"], "tables": "table_1:\n| Time (s) | Container 1 Temperature (°C) | Container 2 Temperature (°C) |\n| --- | --- | --- |\n| 0 | 95.0 | 5.0 |\n| 100 | 77.3 | 22.7 |\n| 200 | 66.6 | 33.4 |\n| 300 | 60.0 | 40.0 |\n| 400 | 56.1 | 43.9 |\n| 500 | 53.7 | 46.3 |\n| 600 | 52.2 | 47.8 |\n| 700 | 50.0 | 50.0 |\n| 800 | 50.0 | 50.0 |", "question": "Before beginning investigation 1, the student predicted that the direction of thermal energy transfer would be from container 1 to container 2.\n\nWhich of the following observations best supports the student's prediction?", "options": {"A": "The containers are good thermal insulators.", "B": "The U-shaped piece of metal is a good thermal conductor.", "C": "The water in container 1 is in thermal contact with the water in container 2.", "D": "The water in container 1 is at a higher temperature than the water in container 2."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 29, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "thermal_physics", "context": "A student conducted two investigations to learn about thermal energy transfer.\n\n## Investigation 1\n\nDuring investigation 1, the student used two insulated containers, container 1 and container 2. The student added 500 g of 95°C water to container 1 and 500 g of 5°C water to container 2. The student closed the containers and placed a thermometer in each. The student then placed one end of a U-shaped piece of metal into the water in container 1 and the other end into the water in container 2, as shown.\n\nNext, the student measured the water temperature in each container over time. The data are shown in Table 1.\n\n**Table 1: Temperature of Water over Time**\n\n### Investigation 2\n\nThe student investigated how the specific heat capacity of a substance affects the temperature change of the substance. During investigation 2, the student heated four liquids, W, X, Y, and Z. Each liquid had a mass of 200 g and was heated for the same amount of time using the same heat source. The specific heat capacities of the four liquids are shown in Table 2.\n\n**Table 2: Specific Heat Capacity of Liquids**", "images": ["images/context_text_table_image__text_options/4e276d04a6dd5a7afa88bde0766d63c4_8_img.webp"], "tables": "table_1:\n| Time (s) | Container 1 Temperature (°C) | Container 2 Temperature (°C) |\n| --- | --- | --- |\n| 0 | 95.0 | 5.0 |\n| 100 | 77.3 | 22.7 |\n| 200 | 66.6 | 33.4 |\n| 300 | 60.0 | 40.0 |\n| 400 | 56.1 | 43.9 |\n| 500 | 53.7 | 46.3 |\n| 600 | 52.2 | 47.8 |\n| 700 | 50.0 | 50.0 |\n| 800 | 50.0 | 50.0 |\n\ntable_2:\n| Liquid | Specific Heat Capacity (J/g • °C) |\n| --- | --- |\n| W | 4.18 |\n| X | 1.97 |\n| Y | 3.94 |\n| Z | 3.67 |", "question": "In investigation 2, liquid Z had an initial temperature of $25^\\circ\\text{C}$ before $54,316$ J of thermal energy was added. What was the final temperature of liquid Z?", "options": {"A": "$49^\\circ\\text{C}$", "B": "$74^\\circ\\text{C}$", "C": "$99^\\circ\\text{C}$", "D": "$272^\\circ\\text{C}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 30, "assessment_program": "new_york_regents", "assessment_stage": "standalone", "subject": "biology", "domain": "Evolution and Biodiversity", "context": "When scientists analyzed leaf fossils formed after the asteroid impact, they discovered that the number and types of plants changed over time. They grouped the fossils found in the New Mexico and Colorado rock layers into “phases” of changing diversity. During this time, the environment was gradually warming.\n\n**Table 1: Leaf Fossils as Indicators of Diversity in New Mexico and Colorado Rock Layers**\n\n<table><thead><tr><th>Raton Basin Formation</th><th>Phase</th><th>Number of Species</th></tr></thead><tbody><tr><td>Phase 5</td><td>5</td><td>35</td></tr><tr><td>Phase 4</td><td>4</td><td>25</td></tr><tr><td>Phase 3</td><td>3</td><td>8</td></tr><tr><td>Phase 1</td><td>2</td><td>2</td></tr><tr><td>Phase 2</td><td>1</td><td>47</td></tr></tbody></table>\n\n", "images": ["images/context_text_table_image__text_options/92636ca00c6fbf9407848ca2b75689f8_8_img.webp"], "tables": "table_1:\n| Raton Basin Formation | Phase | Number of Species |\n| --- | --- | --- |\n| Phase 5 | 5 | 35 |\n| Phase 4 | 4 | 25 |\n| Phase 3 | 3 | 8 |\n| Phase 1 | 2 | 2 |\n| Phase 2 | 1 | 47 |", "question": "Which statement provides evidence that could be used to support the claim that the evolution of plants is the result of changes that occurred in the environment?", "options": {"A": "The diversity of plants in Phase 1 remained constant after the K-T extinction event changed environmental conditions on Earth.", "B": "The number of plant species decreased during the 1.5 million years before the K-T extinction event due to stable environmental conditions on Earth.", "C": "The diversity of plant species increased during the 1.5 million years after the K-T extinction event changed environmental conditions on Earth.", "D": "The number of plant species remained stable from Phase 3 to Phase 5 as the environment on Earth recovered from the K-T extinction event."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 31, "assessment_program": "new_york_regents", "assessment_stage": "standalone", "subject": "earth_science", "domain": "Astronomy and Space Science", "context": "The data table below shows some information about celestial objects viewed from Vanderpool, Texas. Vanderpool, Texas is a location where two types of solar eclipses were visible.\n\n#### Eclipses Visible from Vanderpool, Texas", "images": ["images/context_text_table_image__text_options/7cddce084a65365337600b8993d2babe_5_img.webp", "images/context_text_table_image__text_options/bbc47a9b686a142227b974850f47daec_5_img.webp"], "tables": "table_1:\n| Solar Eclipse Date | Type of Solar Eclipse | Earth-Sun Distance (km) | Percent of Sun Blocked |\n| --- | --- | --- | --- |\n| October 14, 2023 | Annular | 149,224,442 | 90% |\n| April 8, 2024 | Total | 149,823,117 | 100% |", "question": "Which statement summarizes evidence in the *Model of Moon's Orbit Around Earth* and the table *Solar Eclipses at Vanderpool, Texas* that describes three conditions that occur during the April 8, 2024 total solar eclipse for an observer in Vanderpool, Texas?", "options": {"A": "The Moon is in the new phase, closer to Earth, and appears smaller than during an annular solar eclipse.", "B": "The Moon is in the full phase, farther from Earth, and appears smaller than during an annular solar eclipse.", "C": "The Moon is in the new phase, closer to Earth, and appears larger than during an annular solar eclipse.", "D": "The Moon is in the full phase, farther from Earth, and appears larger than during an annular solar eclipse."}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 33, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "biochemistry", "context": "For many years, scientists thought that carbon (C), hydrogen (H), nitrogen (N), oxygen (O), sulfur (S), and phosphorus (P) were necessary building blocks for all living things. These elements are required to make many biological molecules. A scientist working for the National Aeronautics and Space Administration (NASA) claimed to have discovered a bacterium that could use arsenate ($\\mathrm{AsO_4^{3-}}$) instead of phosphate ($\\mathrm{PO_4^{3-}}$) as a building block for biological molecules. This bacterium, GFAJ-1, lives in Mono Lake, a briny body of water located in central California.\n\nThe NASA scientist collected mud from Mono Lake and added it to a container of salt medium. This medium did not have phosphate ($\\mathrm{PO_4^{3-}}$), but it did have a high concentration of arsenate ($\\mathrm{AsO_4^{3-}}$). After diluting the mud sample several times and adding more arsenate, the scientist thought phosphate levels were too low for any microbe to use. However, the scientist discovered one type of microbe, the bacterium GFAJ-1, in the mud mixture that seemed to thrive when other microbes struggled to survive.\n\nFurther tests on GFAJ-1 seemed to confirm that arsenate had taken the place of phosphate in some biological molecules, such as DNA, RNA, proteins, lipids, and carbohydrates. However, other scientists were unable to reproduce the NASA scientist's results. They thought the samples used by the NASA scientist likely contained phosphate contaminants that could still support GFAJ-1 growth.\n\nFinally, scientists determined that the bacterium used a special protein to discriminate between phosphate and arsenate. This protein allowed the bacterium to reject arsenate and accept phosphate, even when arsenate molecules outnumbered phosphate molecules 4,500 to 1. Thus, GFAJ-1 turned out to be a bacterium that was highly resistant to arsenate, not an arsenic-loving bacterium.", "images": ["images/context_text_table_image__text_options/19_0.jpg"], "tables": "table_1:\nChemical Composition of Mono Lake\n\n| Element | Concentration (g/L) | Element | Concentration (g/L) |\n|---------|---------------------|---------|---------------------|\n| Sodium | 39.3 | Phosphate | 0.088 |\n| Chloride| 23.0 | Fluoride | 0.065 |\n| Sulfate | 13.1 | Magnesium | 0.044 |\n| Potassium| 1.8 | Silica | 0.028 |\n| Boron | 0.474 | Arsenic | 0.017 |", "question": "Which statement best explains how a property of water influences the chemical composition of Mono Lake?", "options": {"A": "The nonpolar nature of water molecules allows water to neutralize ions.", "B": "The nonpolar nature of water molecules allows water to engulf the salts.", "C": "The polar nature of water molecules allows water to repel different salts.", "D": "The polar nature of water molecules allows water to form bonds with ions."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 34, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "biochemistry", "context": "For many years, scientists thought that carbon (C), hydrogen (H), nitrogen (N), oxygen (O), sulfur (S), and phosphorus (P) were necessary building blocks for all living things. These elements are required to make many biological molecules. A scientist working for the National Aeronautics and Space Administration (NASA) claimed to have discovered a bacterium that could use arsenate ($\\mathrm{AsO_4^{3-}}$) instead of phosphate ($\\mathrm{PO_4^{3-}}$) as a building block for biological molecules. This bacterium, GFAJ-1, lives in Mono Lake, a briny body of water located in central California.\n\nThe NASA scientist collected mud from Mono Lake and added it to a container of salt medium. This medium did not have phosphate ($\\mathrm{PO_4^{3-}}$), but it did have a high concentration of arsenate ($\\mathrm{AsO_4^{3-}}$). After diluting the mud sample several times and adding more arsenate, the scientist thought phosphate levels were too low for any microbe to use. However, the scientist discovered one type of microbe, the bacterium GFAJ-1, in the mud mixture that seemed to thrive when other microbes struggled to survive.\n\nFurther tests on GFAJ-1 seemed to confirm that arsenate had taken the place of phosphate in some biological molecules, such as DNA, RNA, proteins, lipids, and carbohydrates. However, other scientists were unable to reproduce the NASA scientist's results. They thought the samples used by the NASA scientist likely contained phosphate contaminants that could still support GFAJ-1 growth.\n\nFinally, scientists determined that the bacterium used a special protein to discriminate between phosphate and arsenate. This protein allowed the bacterium to reject arsenate and accept phosphate, even when arsenate molecules outnumbered phosphate molecules 4,500 to 1. Thus, GFAJ-1 turned out to be a bacterium that was highly resistant to arsenate, not an arsenic-loving bacterium.", "images": ["images/context_text_table_image__text_options/19_0.jpg"], "tables": "table_1:\nChemical Composition of Mono Lake\n\n| Element | Concentration (g/L) | Element | Concentration (g/L) |\n|---------|---------------------|---------|---------------------|\n| Sodium | 39.3 | Phosphate | 0.088 |\n| Chloride| 23.0 | Fluoride | 0.065 |\n| Sulfate | 13.1 | Magnesium | 0.044 |\n| Potassium| 1.8 | Silica | 0.028 |\n| Boron | 0.474 | Arsenic | 0.017 |", "question": "Based on the final conclusion scientists reached about GFAJ-1, what would happen to energy production by the bacterium when given an arsenate-rich, phosphate-free medium?", "options": {"A": "Neither ADP nor ATP would be produced because the bacterium can only use $\\mathrm{PO}_4^{3 - }$, and this would cause energy production to stop.", "B": "ADP and $\\mathrm{P}_i$ would continue to be converted into ATP using $\\mathrm{AsO}_4^{3 - }$ instead of $\\mathrm{PO}_4^{3 - }$, and this conversion would maintain energy production.", "C": "Neither ADP nor ATP would be produced because the bacterium has no mitochondria to produce $\\mathrm{PO}_4^{3 - }$, and this would cause energy production to stop.", "D": "ADP and $\\mathrm{P}_i$ would continue to be converted into ATP using $\\mathrm{PO}_4^{3 - }$ produced by the mitochondria, and this conversion would maintain energy production."}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} |
| {"id": 35, "assessment_program": "pennsylvania_keystone", "assessment_stage": "standalone", "subject": "biology", "domain": "Plant Biology", "context": "Photosynthesis Model\n\n", "images": ["images/context_text_table_image__text_options/3f61130c3427e6b0d89d779668a02178_6_img.webp"], "tables": "table_1:\n| Student | Site of Process | Input 1 | Input 2 | Output 1 | Output 2 |\n| --- | --- | --- | --- | --- | --- |\n| 1 | mitochondrion | oxygen | water | carbon dioxide | water |\n| 2 | chloroplast | carbon dioxide | water | oxygen | glucose |\n| 3 | mitochondrion | oxygen | water | carbon dioxide | glucose |\n| 4 | chloroplast | carbon dioxide | glucose | oxygen | water |", "question": "Students labeled a photosynthesis model. Which student labeled the model correctly?", "options": {"A": "student 1", "B": "student 2", "C": "student 3", "D": "student 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} |
| {"id": 36, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Genetics", "context": null, "images": ["images/context_text_table_image__text_options/81b5b1fccf830cf9b299b80a643ea7cb_2_img.webp"], "tables": "table_1:\n| | Normal gene | Mutated gene |\n| --- | --- | --- |\n| DNA | G A G C T C | G T G C A C |\n| mRNA | G A G G U G | G U G |\n| Protein | [GLU] Normal protein | [VAL] Mutated protein |", "question": "A certain mutation in the gene for hemoglobin results in the red blood cells becoming sticky, rigid, and irregularly shaped. These irregularly shaped red blood cells block the flow of blood throughout the body. A single base mutation is responsible for these irregularly shaped blood cells. Which of these mutations most likely results in the mutated hemoglobin gene?", "options": {"F": "Insertion", "G": "Deletion", "H": "Duplication", "J": "Substitution"}, "option_labels": ["F", "G", "H", "J"], "answer": ["J"], "split": "test", "num_answer_options": 1} |
| {"id": 37, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "biology", "domain": "Ecology", "context": "The diagram shows data on the evolution of horses.", "images": ["images/context_text_table_image__text_options/bdddfba46092ea56348862fef0da81db_2_img.webp"], "tables": "table_1:\n| Recent Pleistocene | | 3 million years ago |\n| Pliocene | | 7 million years ago |\n| Miocene | | 25 million years ago |\n| Oligocene | | 40 million years ago |\n| Eocene | | 60 million years ago |", "question": "The data in the diagram is evidence that —", "options": {"F": "a new species of horse suddenly appeared", "G": "horses slowly developed over time", "H": "horses have similar stages of rapid embryological development", "J": "horses have a common ancestry with other hooved animals"}, "option_labels": ["F", "G", "H", "J"], "answer": ["G"], "split": "test", "num_answer_options": 1} |
| {"id": 40, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "history", "domain": "us_history", "context": "This is a time line of events in U.S. history.", "images": ["images/context_text_table_image__text_options/69ff70e1af46acb8d8a38f4e51725552_2_img.webp"], "tables": "table_1:\nmarkdown:\n| 1943 | Secretary of NAACP in Montgomery, Alabama |\n| --- | --- |\n| 1955 | Arrested for violating bus segregation laws |\n| 1956 | Arrested for violating anti-boycott laws |\n| 1963 | Participated in March on Washington, D.C. |\n| 1964 | Part of Freedom Summer voter registration drive |\n\ntitle:\nRosa Parks's Activism", "question": "What does this time line imply about Rosa Parks's activism during the Civil Rights era?", "options": {"A": "Rosa Parks acted independently from civil rights organizations.", "B": "Rosa Parks continued her activism after the Montgomery bus boycott.", "C": "Rosa Parks completed a large portion of her activism while awaiting trial.", "D": "Rosa Parks learned of civil rights issues following the Montgomery bus boycott."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} |
| {"id": 41, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "algebra", "context": "A zookeeper recorded the feeding schedule for a baby rhinoceros for 20 weeks. The table and scatterplot show the percentage of the baby rhinoceros's body mass that was used to determine the amount of food given at each feeding as a linear function of its age in weeks.", "images": ["images/context_text_table_image__text_options/12_0__dc_maths_2018_md__7d88f45a8e.jpg"], "tables": "table_1:\n| Age (weeks) | 1 | 2 | 4 | 7 | 9 | 12 | 14 | 15 | 17 | 20 |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Percentage of Body Mass | 20 | 19.5 | 17 | 15 | 14 | 13.5 | 12.4 | 11.6 | 11 | 9 |", "question": "What is the best prediction of the percentage of the baby rhinoceros's body mass that should be used to determine the amount of food given at each feeding when it is 25 weeks old?", "options": ["F 8.5%", "G 6%", "H 2.5%", "J 10%"], "option_labels": ["F", "G", "H", "J"], "answer": ["G"], "split": "test", "num_answer_options": 1} |
| {"id": 42, "assessment_program": "staar", "assessment_stage": "standalone", "subject": "mathematics", "domain": "algebra", "context": "A system of linear equations is represented by line $h$ and line $j$. A table representing some points on line $h$ and the graph of line $j$ are shown.", "images": ["images/context_text_table_image__text_options/17_0__dc_maths_2022_md__990c3bdd50.jpg"], "tables": "table_1:\n| x | -16 | -8 | -4 | 12 |\n| --- | --- | --- | --- | --- |\n| y | 7 | 1 | -2 | -14 |", "question": "Which system of equations is best represented by lines $h$ and $j$?", "options": ["F $y = \\frac{4}{3} x - 5$ $y = \\frac{4}{5} x + 1$", "G $y = \\frac{3}{4} x - 5$ $y = \\frac{5}{4} x + 1$", "H $y = -\\frac{4}{3} x - 5$ $y = -\\frac{4}{5} x + 1$", "J $y = -\\frac{3}{4} x - 5$ $y = -\\frac{5}{4} x + 1$"], "option_labels": ["F", "G", "H", "J"], "answer": ["J"], "split": "test", "num_answer_options": 1} |
| {"id": 43, "assessment_program": "act", "assessment_stage": "standalone", "subject": "biology", "domain": "Microbiology", "context": "Bacteria break down sugars by fermentation. To study 2 fermentation pathways, researchers performed 2 experiments using broth that contained either the sugar sucrose or the sugar lactose. One of the fermentation pathways produces $\\mathrm{CO}_{2}$ gas and increases the acidity (lowers the $\\mathrm{pH}$ ) of the solution. The other pathway produces acid but not $\\mathrm{CO}_{2}$\n\nExperiment 1\n\nSucrose broth was added to 5 large test tubes. Next, phenol red (a $\\mathrm{pH}$ indicator that is yellow if $\\mathrm{pH}< 7$ , red if $\\mathrm{pH}\\geq 7$ ) was added to each large test tube. A Durham tube (a small test tube) was placed, inverted, in each large test tube to collect $\\mathrm{CO}_{2}$ (see Figure 1).\n\nFigure 1\n\nThe large test tubes were capped, heated until the solutions were sterile, then cooled. One of 4 bacterial species (Species A- D) was added to each of 4 of the large test tubes. The procedure was repeated using lactose broth instead of sucrose broth. The 10 large test tubes (all containing solutions at a $\\mathrm{pH}$ of 7) were then incubated at $37^{\\circ}\\mathrm{C}$ for $48\\mathrm{hr}$ .\n\nThe large test tubes and Durham tubes were examined. If acid was produced, the solution was yellow. If no acid was produced, the solution remained red. If $\\mathrm{CO}_{2}$ was produced, a gas bubble was observed at the top of the Durham tube (see Table 1).\n\nExperiment 2\n\nSynergism occurs when 2 bacterial species act together to ferment a sugar by using a pathway that neither species can use alone. To investigate synergism, Experiment 1 was repeated, except that different pairs of bacterial species were added to each large test tube (see Table 2).", "images": ["images/context_text_table_image__text_options/51_0.jpg"], "tables": "table_1:\n\n| Table 1 | | | | |\n| --- | --- | --- | --- | --- |\n| Species added | Sucrose broth | | Lactose broth | |\n| | acid | CO2 | acid | CO2 |\n| A | - | - | - | - |\n| B | - | - | + | + |\n| C | + | + | - | - |\n| D | + | - | + | - |\n| None | - | - | - | - |\n\ntable_2:\n| Table 2 | | | | |\n| --- | --- | --- | --- | --- |\n| Species added | Sucrose broth | | Lactose broth | |\n| | acid | CO2 | acid | CO2 |\n| A and B | - | - | + | + |\n| A and C | + | + | - | - |\n| B and D | + | + | + | + |\n| C and D | + | + | + | + |\n\ntable_3:\n| Sucrose broth | | Lactose broth | |\n| --- | --- | --- | --- |\n| acid | CO2 | acid | CO2 |", "question": "Suppose that in Experiment 2 both Species B and Species C had been added to a large test tube containing sucrose broth and to a large test tube containing lactose broth. Which of the following would most likely depict the results?", "options": {"A": {"Sucrose broth": {"acid": "-", "CO2": "-"}, "Lactose broth": {"acid": "+", "CO2": "+"}}, "B": {"Sucrose broth": {"acid": "+", "CO2": "+"}, "Lactose broth": {"acid": "-", "CO2": "-"}}, "C": {"Sucrose broth": {"acid": "+", "CO2": "+"}, "Lactose broth": {"acid": "+", "CO2": "+"}}, "D": {"Sucrose broth": {"acid": "-", "CO2": "-"}, "Lactose broth": {"acid": "-", "CO2": "-"}}}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 44, "assessment_program": "act", "assessment_stage": "standalone", "subject": "biology", "domain": "Plant Biology", "context": "Scientists studied the effects of pH and of nickel concentration on plant growth and on the uptake of iron and zinc by plants. Recently germinated seedlings of Species M and Species U were fed 1 of 12 nutrient solutions (Solutions 1- 12) for 8 days and then were harvested. Solutions 1- 12 differed only in pH and/or nickel concentration. Table 1 shows, for each species, the average dry mass of the plants that were fed each nutrient solution. Figure 1 shows, for each species, the average iron content and the average zinc content of the plants that were fed Solutions 1- 4.", "images": ["images/context_text_table_image__text_options/42_0.jpg"], "tables": "table_1:\n| Table 1 | | | | |\n| --- | --- | --- | --- | --- |\n| Solution | pH | Nickel concentration (μM*) | Average dry mass (g) of plants of Species: | |\n| | | | M | U |\n| 1 | 7 | 0 | 33.9 | 10.7 |\n| 2 | 7 | 5 | 28.8 | 10.7 |\n| 3 | 7 | 10 | 23.8 | 9.6 |\n| 4 | 7 | 15 | 18.7 | 8.5 |\n| 5 | 6 | 0 | 33.9 | 9.2 |\n| 6 | 6 | 5 | 28.8 | 9.2 |\n| 7 | 6 | 10 | 23.8 | 8.1 |\n| 8 | 6 | 15 | 18.7 | 7.0 |\n| 9 | 5 | 0 | 27.8 | 7.7 |\n| 10 | 5 | 5 | 22.7 | 7.7 |\n| 11 | 5 | 10 | 17.6 | 6.6 |\n| 12 | 5 | 15 | 12.4 | 5.4 |\n| *μM = micromoles per liter | | | | |", "question": "According to Figure 1, as the nickel concentration in the nutrient solutions increased, the average iron content of Species M plants:", "options": {"A": "increased only.", "B": "decreased only.", "C": "increased, then decreased.", "D": "decreased, then increased."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} |
| {"id": 46, "assessment_program": "act", "assessment_stage": "standalone", "subject": "biology", "domain": "Plant Biology", "context": "Scientists studied the effects of pH and of nickel concentration on plant growth and on the uptake of iron and zinc by plants. Recently germinated seedlings of Species M and Species U were fed 1 of 12 nutrient solutions (Solutions 1- 12) for 8 days and then were harvested. Solutions 1- 12 differed only in pH and/or nickel concentration. Table 1 shows, for each species, the average dry mass of the plants that were fed each nutrient solution. Figure 1 shows, for each species, the average iron content and the average zinc content of the plants that were fed Solutions 1- 4.", "images": ["images/context_text_table_image__text_options/42_0.jpg"], "tables": "table_1:\n| Table 1 | | | | |\n| --- | --- | --- | --- | --- |\n| Solution | pH | Nickel concentration (μM*) | Average dry mass (g) of plants of Species: | |\n| | | | M | U |\n| 1 | 7 | 0 | 33.9 | 10.7 |\n| 2 | 7 | 5 | 28.8 | 10.7 |\n| 3 | 7 | 10 | 23.8 | 9.6 |\n| 4 | 7 | 15 | 18.7 | 8.5 |\n| 5 | 6 | 0 | 33.9 | 9.2 |\n| 6 | 6 | 5 | 28.8 | 9.2 |\n| 7 | 6 | 10 | 23.8 | 8.1 |\n| 8 | 6 | 15 | 18.7 | 7.0 |\n| 9 | 5 | 0 | 27.8 | 7.7 |\n| 10 | 5 | 5 | 22.7 | 7.7 |\n| 11 | 5 | 10 | 17.6 | 6.6 |\n| 12 | 5 | 15 | 12.4 | 5.4 |\n| *μM = micromoles per liter | | | | |", "question": "According to Table 1 and Figure 1, the Species M plants that were fed Solution 3 had an average zinc content of:", "options": {"A": "$100 \\mu \\mathrm{g / g}$", "B": "$150 \\mu \\mathrm{g / g}$", "C": "$200 \\mu \\mathrm{g / g}$", "D": "$400 \\mu \\mathrm{g / g}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 47, "assessment_program": "act", "assessment_stage": "standalone", "subject": "biology", "domain": "Plant Biology", "context": "Scientists studied the effects of pH and of nickel concentration on plant growth and on the uptake of iron and zinc by plants. Recently germinated seedlings of Species M and Species U were fed 1 of 12 nutrient solutions (Solutions 1- 12) for 8 days and then were harvested. Solutions 1- 12 differed only in pH and/or nickel concentration. Table 1 shows, for each species, the average dry mass of the plants that were fed each nutrient solution. Figure 1 shows, for each species, the average iron content and the average zinc content of the plants that were fed Solutions 1- 4.", "images": ["images/context_text_table_image__text_options/42_0.jpg"], "tables": "table_1:\n| Table 1 | | | | |\n| --- | --- | --- | --- | --- |\n| Solution | pH | Nickel concentration (μM*) | Average dry mass (g) of plants of Species: | |\n| | | | M | U |\n| 1 | 7 | 0 | 33.9 | 10.7 |\n| 2 | 7 | 5 | 28.8 | 10.7 |\n| 3 | 7 | 10 | 23.8 | 9.6 |\n| 4 | 7 | 15 | 18.7 | 8.5 |\n| 5 | 6 | 0 | 33.9 | 9.2 |\n| 6 | 6 | 5 | 28.8 | 9.2 |\n| 7 | 6 | 10 | 23.8 | 8.1 |\n| 8 | 6 | 15 | 18.7 | 7.0 |\n| 9 | 5 | 0 | 27.8 | 7.7 |\n| 10 | 5 | 5 | 22.7 | 7.7 |\n| 11 | 5 | 10 | 17.6 | 6.6 |\n| 12 | 5 | 15 | 12.4 | 5.4 |\n| *μM = micromoles per liter | | | | |", "question": "According to Table 1 and Figure 1, for the Species M plants that were fed Solutions 1-4, what was the order of the nutrient solutions, from the solution that resulted in the lowest average iron content to the solution that resulted in the highest average iron content?", "options": {"A": "1, 2, 3, 4", "B": "1, 4, 3, 2", "C": "4, 2, 1, 3", "D": "4, 3, 2, 1"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 48, "assessment_program": "act", "assessment_stage": "standalone", "subject": "biology", "domain": "Plant Biology", "context": "Scientists studied the effects of pH and of nickel concentration on plant growth and on the uptake of iron and zinc by plants. Recently germinated seedlings of Species M and Species U were fed 1 of 12 nutrient solutions (Solutions 1- 12) for 8 days and then were harvested. Solutions 1- 12 differed only in pH and/or nickel concentration. Table 1 shows, for each species, the average dry mass of the plants that were fed each nutrient solution. Figure 1 shows, for each species, the average iron content and the average zinc content of the plants that were fed Solutions 1- 4.", "images": ["images/context_text_table_image__text_options/42_0.jpg"], "tables": "table_1:\n| Table 1 | | | | |\n| --- | --- | --- | --- | --- |\n| Solution | pH | Nickel concentration (μM*) | Average dry mass (g) of plants of Species: | |\n| | | | M | U |\n| 1 | 7 | 0 | 33.9 | 10.7 |\n| 2 | 7 | 5 | 28.8 | 10.7 |\n| 3 | 7 | 10 | 23.8 | 9.6 |\n| 4 | 7 | 15 | 18.7 | 8.5 |\n| 5 | 6 | 0 | 33.9 | 9.2 |\n| 6 | 6 | 5 | 28.8 | 9.2 |\n| 7 | 6 | 10 | 23.8 | 8.1 |\n| 8 | 6 | 15 | 18.7 | 7.0 |\n| 9 | 5 | 0 | 27.8 | 7.7 |\n| 10 | 5 | 5 | 22.7 | 7.7 |\n| 11 | 5 | 10 | 17.6 | 6.6 |\n| 12 | 5 | 15 | 12.4 | 5.4 |\n| *μM = micromoles per liter | | | | |", "question": "According to Table 1, compared to the average dry mass of Species U plants that were fed Solution 3, the average dry mass of Species M plants that were fed Solution 6 was approximately:", "options": {"A": "$\\frac{1}{3}$ as great.", "B": "$\\frac{1}{3}$ as great.", "C": "2 times as great.", "D": "3 times as great."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 51, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "environmental_materials_chemistry", "context": null, "images": ["images/context_text_table_image__text_options/53_0.jpg"], "tables": "table_1:\nTable 1\nElement\nSymbol\nPercent by mass in Alloy Q\n| Table 1 | | |\n| --- | --- | --- |\n| Element | Symbol | Percent by mass in Alloy Q |\n| Aluminum | Al | 88.7 |\n| Silicon | Si | 10.8 |\n| Manganese | Mn | 0.28 |\n| Magnesium | Mg | 0.22 |", "question": " Based on Figure 1, which of the following combinations of values for initial temperature and $F$ would produce the shortest average crystal length in an ingot of Alloy Q? The smallest $\\bar{L}$ would be produced with a temperature of:", "options": {"A": "$280^{\\circ}\\mathrm{C}$ and $F = 10\\times 10^{7}$", "B": "$280^{\\circ}\\mathrm{C}$ and $F = 40\\times 10^{7}$", "C": "$550^{\\circ}\\mathrm{C}$ and $F = 10\\times 10^{7}$", "D": "$550^{\\circ}\\mathrm{C}$ and $F = 40\\times 10^{7}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 52, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "environmental_materials_chemistry", "context": null, "images": ["images/context_text_table_image__text_options/53_0.jpg"], "tables": "table_1:\nTable 1\nElement\nSymbol\nPercent by mass in Alloy Q\n| Table 1 | | |\n| --- | --- | --- |\n| Element | Symbol | Percent by mass in Alloy Q |\n| Aluminum | Al | 88.7 |\n| Silicon | Si | 10.8 |\n| Manganese | Mn | 0.28 |\n| Magnesium | Mg | 0.22 |\n\ntable_2:\n| Sample | Mass of Si (g) |\n| --- | --- |\n| W | 0.11 |\n| X | 0.14 |\n| Y | 2.7 |\n| Z | 5.4 |", "question": " The following table 2 lists the mass of silicon in $50 \\mathrm{g}$ samples of 4 different alloys, one of which is Alloy Q. \nGiven the composition of Alloy Q, which sample is most likely Alloy Q?", "options": {"A": "Sample W", "B": "Sample X", "C": "Sample Y", "D": "Sample Z"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 53, "assessment_program": "act", "assessment_stage": "standalone", "subject": "chemistry", "domain": "environmental_materials_chemistry", "context": null, "images": ["images/context_text_table_image__text_options/53_0.jpg"], "tables": "table_1:\nTable 1\nElement\nSymbol\nPercent by mass in Alloy Q\n| Table 1 | | |\n| --- | --- | --- |\n| Element | Symbol | Percent by mass in Alloy Q |\n| Aluminum | Al | 88.7 |\n| Silicon | Si | 10.8 |\n| Manganese | Mn | 0.28 |\n| Magnesium | Mg | 0.22 |", "question": "Based on Table 1, if an ingot of Alloy Q had a mass of $200 \\mathrm{g}$ , that ingot would contain what mass of $\\mathrm{Mg}$ ?", "options": {"A": "$0.22 \\mathrm{g}$", "B": "$0.44 \\mathrm{g}$", "C": "$2.2 \\mathrm{g}$", "D": "$4.4 \\mathrm{g}$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} |
| {"id": 54, "assessment_program": "bowl", "assessment_stage": "final", "subject": "physics", "domain": "electricity_magnetism", "context": "Two circular loops of resistive wire are placed next to each other as in the figure. The circular loop on the left is connected to a constant voltage source $V$. The resistance of this loop is increasing linearly with time.", "images": ["images/context_text_table_image__text_options/7_0.jpg"], "tables": "table_1:\n| | Magnetic Field Direction | Current Orientation |\n| --- | --- | --- |\n| (A) | Into the plane of the page | Counterclockwise |\n| (B) | Into the plane of the page | Clockwise |\n| (C) | Out of the plane of the page | Counterclockwise |\n| (D) | Out of the plane of the page | Clockwise |\n| (E) | There is no field | There is no current |", "question": "As the resistance is changing, what is the direction of the magnetic field at point P (the center of the left-hand loop) and what is the orientation of the conventional current in the right-hand loop (as viewed in the figure from above)?", "options": {"A": "Magnetic Field Direction: Into the plane of the page, Current Orientation: Counterclockwise", "B": "Magnetic Field Direction: Into the plane of the page, Current Orientation: Clockwise", "C": "Magnetic Field Direction: Out of the plane of the page, Current Orientation: Counterclockwise", "D": "Magnetic Field Direction: Out of the plane of the page, Current Orientation: Clockwise", "E": "Magnetic Field Direction: There is no field, Current Orientation: There is no current"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["A"], "split": "test", "num_answer_options": 1} |
| {"id": 55, "assessment_program": "ib", "assessment_stage": "standalone", "subject": "chemistry", "domain": "energetics", "context": "The potential energy profile for a \"coffee cup\" calorimetry experiment is shown.\nThe figure displays a coffee cup calorimeter setup with a Thermometer and a potential energy profile graph. The graph plots Potential energy (y-axis) versus Reaction coordinate (x-axis). The Reactants are shown at a higher energy level than the Products, indicating an exothermic reaction.", "images": ["images/context_text_table_image__text_options/ea9f1dc15b50ade0683b4c6b14b2879c_7_img.webp"], "tables": "table_1:\n| | Temperature | Type of reaction |\n| --- | --- | --- |\n| A. | increases | exothermic |\n| B. | increases | endothermic |\n| C. | decreases | exothermic |\n| D. | decreases | endothermic |", "question": "What is the correct interpretation of this reaction?", "options": {"A": "Temperature: increases; Type of reaction: exothermic", "B": "Temperature: increases; Type of reaction: endothermic", "C": "Temperature: decreases; Type of reaction: exothermic", "D": "Temperature: decreases; Type of reaction: endothermic"}, "option_labels": ["A", "B", "C", "D"], "answer": ["A"], "split": "test", "num_answer_options": 1} |
| {"id": 56, "assessment_program": "ib", "assessment_stage": "standalone", "subject": "chemistry", "domain": "energetics", "context": "The diagram shows the energy profile of a reaction.\nA potential energy profile diagram showing the reaction coordinate (horizontal axis) versus potential energy (vertical axis). The diagram illustrates an exothermic reaction where the reactants are at a higher energy level than the products. The activation energy of the forward reaction is labeled $X$ (the energy difference between reactants and the transition state). The activation energy of the reverse reaction is labeled $Y$ (the energy difference between products and the transition state). The overall energy change (enthalpy change) is labeled $Z$ (the difference between reactants and products).", "images": ["images/context_text_table_image__text_options/8d6b18cbf14f65034b3b276def8a38c4_10_img.webp"], "tables": "table_1:\n| | Activation energy of forward reaction | Activation energy of reverse reaction |\n| --- | --- | --- |\n| A. | X | Z |\n| B. | Y - X | Y - Z |\n| C. | Y | Y |\n| D. | Y - X | Z - X |", "question": "Which combination is correct?", "options": {"A": "Activation energy of forward reaction: $X$; Activation energy of reverse reaction: $Z$", "B": "Activation energy of forward reaction: $Y - X$; Activation energy of reverse reaction: $Y - Z$", "C": "Activation energy of forward reaction: $Y$; Activation energy of reverse reaction: $Y$", "D": "Activation energy of forward reaction: $Y - X$; Activation energy of reverse reaction: $Z - X$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} |
| {"id": 57, "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. Diagram 2 shows the variation with position of the displacement of a travelling wave moving to the right along a string.", "images": ["images/context_text_table_image__text_options/1368424068bc9fa34f2baac0c773612e_5_img.webp", "images/context_text_table_image__text_options/1368424068bc9fa34f2baac0c773612e_6_img.webp"], "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": 58, "assessment_program": "ib", "assessment_stage": "standalone", "subject": "physics", "domain": "fields", "context": "A charged rod is brought near an initially neutral metal sphere without touching it. When the sphere is grounded (earthed), there is an electric current for a short time from the sphere to the ground. The ground connection is then removed.", "images": ["images/context_text_table_image__text_options/febf236bd4f5e9720ea7be2aa663a3fe_5_img.webp"], "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": "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": 59, "assessment_program": "olympiad", "assessment_stage": "final", "subject": "earth_science", "domain": "Atmosphere", "context": "Shown below is a Doppler radar image of some thunderstorms and a table of winds at the 500 mb and 1000 mb isobaric surfaces of three possible environments in knots (kt).", "images": ["images/context_text_table_image__text_options/aebc8df10d612c3675bd15413fc8c416_5_img.webp"], "tables": "table_1:\nWinds at the 500 mb and 1000 mb isobaric surfaces of three possible environments in knots (kt).\n| Isobaric surface | Environment X | Environment Y | Environment Z |\n| --- | --- | --- | --- |\n| 500 mb | southwest, 35 kt | west, 45 kt | southwest, 25 kt |\n| 1000 mb | southwest, 15 kt | southeast, 5 kt | south, 20 kt |", "question": "Which environment most favors the pattern of storms shown in the radar image?", "options": {"A": "Environment X", "B": "Environment Y", "C": "Environment Z"}, "option_labels": ["A", "B", "C"], "answer": ["B"], "split": "test", "num_answer_options": 1} |
| {"id": 60, "assessment_program": "olympiad", "assessment_stage": "final", "subject": "earth_science", "domain": "Atmosphere", "context": "Shown below is a Doppler radar image of some thunderstorms and a table of winds at the 500 mb and 1000 mb isobaric surfaces of three possible environments in knots (kt).", "images": ["images/context_text_table_image__text_options/aebc8df10d612c3675bd15413fc8c416_5_img.webp"], "tables": "table_1:\nWinds at the 500 mb and 1000 mb isobaric surfaces of three possible environments in knots (kt).\n| Isobaric surface | Environment X | Environment Y | Environment Z |\n| --- | --- | --- | --- |\n| 500 mb | southwest, 35 kt | west, 45 kt | southwest, 25 kt |\n| 1000 mb | southwest, 15 kt | southeast, 5 kt | south, 20 kt |", "question": "Which of the following offers the best interpretation of the radar image?", "options": {"A": "The storms form a squall line producing damaging winds and flooding", "B": "The storms are supercells producing large hail and tornadoes"}, "option_labels": ["A", "B"], "answer": ["B"], "split": "test", "num_answer_options": 1} |
| {"id": 61, "assessment_program": "olympiad", "assessment_stage": "final", "subject": "earth_science", "domain": "Geosphere", "context": "Studies have been done on the natural carbonation of serpentinite, which forms from the hydrothermal alteration of basalt. One such study showed that the carbonation of serpentinite occurs via a pathway of four reactions, labeled here R₁a, R₁b, R₂, and R₃.", "images": ["images/context_text_table_image__text_options/aabb167894fcec1f1dfbca23f0e35b84_4_img.webp"], "tables": "table_1:\n| Srp | serpentine group |\n| --- | --- |\n| Mgs | magnesite |\n| Tlc | talc |\n| Qtz | quartz |\n| Fo | forsterite |", "question": "(2 points) Which reaction occurred within the tan conduits (labeled 1) but did not occur in the green matrix (labeled 3) that distinguishes the tan mineral assemblage from that of the green mineral assemblage?", "options": {"A": "$R_{1a}$", "B": "$R_{1b}$", "C": "$R_2$", "D": "$R_3$"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 62, "assessment_program": "olympiad", "assessment_stage": "final", "subject": "earth_science", "domain": "Hydrosphere", "context": "The 2002 Larsen B calving event was distinctive due to its splinter-style calving. Based on ice loss data and images of the calving areas, which of the following processes was most likely responsible for ice loss during this event?", "images": ["images/context_text_table_image__text_options/21be12cf25bc2ac86fbf92fe9f767a58_2_img.webp"], "tables": "table_1:\n| Date | Ice Loss |\n| --- | --- |\n| Jan 31 - Feb 17 | 611 km 2 |\n| Feb 17 - Feb 23 | 164 km 2 |\n| Feb 25 - Mar 5 | 1973 km 2 |", "question": "Which of the following processes was most likely responsible for ice loss during this event?", "options": {"A": "Higher albedos led to more melting, which led to further melting of the ice", "B": "Ocean water intruded into the ice sheet, which split apart the ice", "C": "Meltwater formed and solidified, which wedged apart the ice", "D": "Meltwater infiltrated beneath existing fractures, which weakened the ice"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 63, "assessment_program": "olympiad", "assessment_stage": "final", "subject": "earth_science", "domain": "Geosphere", "context": "Which of the following entries of the table best describes the components and the formation environment of the bedform depicted below?", "images": ["images/context_text_table_image__text_options/4279645bb4aab72b350fb8b6f2778152_3_img.webp"], "tables": "table_1:\nTable showing possible components and formation environments for a bedform.\n| Entry | Dark Component | Light Component | Formation Environment |\n| --- | --- | --- | --- |\n| A | Basalt | Ash deposit | Volcano flank |\n| B | Mud | Sand | Intertidal zone |\n| C | Clay | Silt | Glacial lake |\n| D | Blueschist | Quartzite | Region of tectonic extension |", "question": "Which of the following entries of the table best describes the components and the formation environment of the bedform depicted below?", "options": {"A": "Entry A", "B": "Entry B", "C": "Entry C", "D": "Entry D"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "test", "num_answer_options": 1} |
| {"id": 64, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "earth_science", "domain": "Geosphere", "context": "Shown below are stratigraphic columns for the coastal towns Northtown and Southtown. Assume they are the same distance from the coast.", "images": ["images/context_text_table_image__text_options/b77fa4ebdbdbab4f29c5ef3c32b35a69_4_img.webp"], "tables": "table_1:\n| Northtown | Southtown | |\n| --- | --- | --- |\n| | | Sandstone |\n| | | Shale |\n| | | Conglomerate |\n| | | Limestone |", "question": "Which of these can be inferred from the columns above?\n\nI) In both columns, groundwater in sandstone is less saline than groundwater in limestone.\nII) The column at Northtown contains a confined aquifer.\nIII) The column at Southtown contains a confined aquifer.", "options": {"A": "II", "B": "III", "C": "I and II", "D": "I and III", "E": "II and III"}, "option_labels": ["A", "B", "C", "D", "E"], "answer": ["A"], "split": "test", "num_answer_options": 1} |
| {"id": 65, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "earth_science", "domain": "Earth Systems", "context": "Paige the pilot explores three planets identical to Earth except with different directions of rotation (when viewed from above the North Pole) and day lengths as shown in the table below.", "images": ["images/context_text_table_image__text_options/aad30f4a0e71d155160facea932be531_3_img.webp"], "tables": "table_1:\n| Planet | Direction of Rotation | Day Length |\n| --- | --- | --- |\n| A | Clockwise | 12 hours |\n| B | Clockwise | 36 hours |\n| C | Counterclockwise | 36 hours |", "question": "Paige begins flying at each planet's equator and travels northward until she reaches $60^\\circ\\text{N}$ latitude. Which of the above configurations best approximates her final location on each of the three planets?", "options": {"A": "A", "B": "B", "C": "C", "D": "D"}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "test", "num_answer_options": 1} |
| {"id": 66, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "earth_science", "domain": "Geosphere", "context": "Roger the rock hound collects samples from the rock layers shown below to be radiometrically dated. After processing the samples, he obtains the data in the table to the right.", "images": ["images/context_text_table_image__text_options/3eec39e005348c87e853d2b1b7b7bc06_2_img.webp"], "tables": "table_1:\n| Structure | Approximate Age of Formation |\n| --- | --- |\n| A | 5.5 imes 10^8 years ago |\n| I | 3.1 imes 10^8 years ago |\n| K | 2.7 imes 10^8 years ago |\n| N | 2.0 imes 10^8 years ago |\n| O | 1.1 imes 10^8 years ago |", "question": "How many millions of years ago (mya) could Structure 1 have formed?", "options": {"A": "400 mya", "B": "300 mya", "C": "250 mya", "D": "150 mya"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "test", "num_answer_options": 1} |
| {"id": 67, "assessment_program": "olympiad", "assessment_stage": "pre-qualifying", "subject": "earth_science", "domain": "Geosphere", "context": "Lunar rock samples are collected from two sites, labeled 1 and 2 in the image below.", "images": ["images/context_text_table_image__text_options/3_0.jpg"], "tables": "table_1:\n| Lunar rock sample | Ca-rich plagioclase content | Olivine content |\n| --- | --- | --- |\n| A | 45% | 35% |\n| B | 90% | 5% |", "question": "Data from chemical analysis of two of the lunar rock samples, A and B, are presented in the table above. Based on this information, which of the following could be reasonably concluded? (\\*)", "options": {"A": "Sample A is from site 1", "B": "Sample A is from site 2", "C": "Sample B is from site 1", "D": "Sample B is from site 2", "E": "Sample A formed earlier than sample B", "F": "Sample B formed earlier than sample A"}, "option_labels": ["A", "B", "C", "D", "E", "F"], "answer": ["A", "D", "F"], "split": "test", "num_answer_options": 3} |
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