| {"id": 5, "assessment_program": "mcap", "assessment_stage": "standalone", "subject": "mathematics", "domain": "Geometry", "context": "Given: Parallelogram $PQRS$ with $m\\angle P = 90^\\circ$\n\nProve: Parallelogram $PQRS$ is a rectangle.\n\nAn incomplete proof is shown in the table.", "images": ["images/context_text_table_image__text_options/a05ca17027e81c68dba90282662a8c4f_5_img.webp"], "tables": "table_1:\n| Step | Statement | Reason |\n| --- | --- | --- |\n| 1 | Parallelogram PQRS with m\\angle P = 90^\\circ | Given |\n| 2 | \\angle P and \\angle Q are supplementary. | ? |\n| 3 | m\\angle P + m\\angle Q = 180^\\circ | Definition of supplementary angles |\n| 4 | 90^\\circ + m\\angle Q = 180^\\circ | Substitution |\n| 5 | m\\angle Q = 90^\\circ | Subtraction Property of Equality |\n| 6 | \\angle P \\cong \\angle R and \\angle Q \\cong \\angle S | ? |\n| 7 | m\\angle P = m\\angle R and m\\angle Q = m\\angle S | Congruent angles have the same measure. |\n| 8 | m\\angle R = m\\angle S = 90^\\circ | Substitution |\n| 9 | \\angle P , \\angle Q , \\angle R , and \\angle S are right angles. | Definition of a right angle |\n| 10 | PQRS is a rectangle. | Definition of a rectangle |", "question": "What are the reasons for Step 2 and Step 6 that can be used to complete the proof?", "options": {"A": "Step 2: Definition of a linear pair Step 6: Vertical angles are congruent.", "B": "Step 2: Definition of a linear pair Step 6: Opposite angles of a parallelogram are congruent.", "C": "Step 2: Consecutive angles of a parallelogram are supplementary. Step 6: Vertical angles are congruent.", "D": "Step 2: Consecutive angles of a parallelogram are supplementary. Step 6: Opposite angles of a parallelogram are congruent."}, "option_labels": ["A", "B", "C", "D"], "answer": ["D"], "split": "val", "num_answer_options": 1} |
| {"id": 21, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "motion_forces_interactions", "context": "The following section focuses on energy conversions that occurred when a ball bounced on a trampoline. Students used a trampoline and a ball to investigate energy conversions.", "images": ["images/context_text_table_image__text_options/8c17e8a803023a740ad5688e8723d2a1_6_img.webp", "images/context_text_table_image__text_options/8c17e8a803023a740ad5688e8723d2a1_8_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": "In which of the following positions did the ball have the greatest momentum?", "options": {"A": "position 1", "B": "position 2", "C": "position 3", "D": "position 4"}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "val", "num_answer_options": 1} |
| {"id": 22, "assessment_program": "mcas", "assessment_stage": "standalone", "subject": "physics", "domain": "Energy", "context": "The following section focuses on energy conversions that occurred when a ball bounced on a trampoline. Students used a trampoline and a ball to investigate energy conversions.", "images": ["images/context_text_table_image__text_options/8c17e8a803023a740ad5688e8723d2a1_6_img.webp", "images/context_text_table_image__text_options/8c17e8a803023a740ad5688e8723d2a1_8_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": "What was the gravitational potential energy of the 5 kg ball when it was at position 4?", "options": {"A": "9.1 J", "B": "19.6 J", "C": "32.5 J", "D": "50.0 J"}, "option_labels": ["A", "B", "C", "D"], "answer": ["C"], "split": "val", "num_answer_options": 1} |
| {"id": 45, "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, the Species U plants that were fed the solution that had a pH of 6 and a nickel concentration of $10 \\mu \\mathrm{M}$ had an average dry mass of:", "options": {"A": "7.0 g.", "B": "8.1 g.", "C": "9.2 g.", "D": "23.8 g."}, "option_labels": ["A", "B", "C", "D"], "answer": ["B"], "split": "val", "num_answer_options": 1} |
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