Datasets:
Typed Parquet release with embedded images
Browse files- README.md +16 -20
- build_report.json +8 -8
- data/context_text_contextualized_images__image_options/test-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_images__text_options/test-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_images__text_options/train-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_images__text_options/validation-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_tables__image_options/test-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_tables__text_options/test-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_tables__text_options/train-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_tables__text_options/validation-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_tables_images__image_options/test-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_tables_images__text_options/test-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_tables_images__text_options/train-00000-of-00001.parquet +2 -2
- data/context_text_contextualized_tables_images__text_options/validation-00000-of-00001.parquet +2 -2
- data/context_text_images__image_options/test-00000-of-00001.parquet +2 -2
- data/context_text_images__image_options/train-00000-of-00001.parquet +2 -2
- data/context_text_images__image_options/validation-00000-of-00001.parquet +2 -2
- data/context_text_images__text_options/test-00000-of-00001.parquet +2 -2
- data/context_text_images__text_options/train-00000-of-00001.parquet +2 -2
- data/context_text_images__text_options/validation-00000-of-00001.parquet +2 -2
- data/context_text_only__image_options/test-00000-of-00001.parquet +2 -2
- data/context_text_only__image_options/train-00000-of-00001.parquet +2 -2
- data/context_text_only__image_options/validation-00000-of-00001.parquet +2 -2
- data/context_text_only__table_options/test-00000-of-00001.parquet +2 -2
- data/context_text_only__table_options/train-00000-of-00001.parquet +2 -2
- data/context_text_only__table_options/validation-00000-of-00001.parquet +2 -2
- data/context_text_only__text_options/test-00000-of-00001.parquet +2 -2
- data/context_text_only__text_options/train-00000-of-00001.parquet +2 -2
- data/context_text_only__text_options/validation-00000-of-00001.parquet +2 -2
- data/context_text_table__image_options/test-00000-of-00001.parquet +2 -2
- data/context_text_table__text_options/test-00000-of-00001.parquet +2 -2
- data/context_text_table__text_options/train-00000-of-00001.parquet +2 -2
- data/context_text_table__text_options/validation-00000-of-00001.parquet +2 -2
- data/context_text_table_image__image_options/test-00000-of-00001.parquet +2 -2
- data/context_text_table_image__text_options/test-00000-of-00001.parquet +2 -2
- data/context_text_table_image__text_options/train-00000-of-00001.parquet +2 -2
- data/context_text_table_image__text_options/validation-00000-of-00001.parquet +2 -2
- subsets/context_text_contextualized_images__image_options/test/metadata.jsonl +3 -3
- subsets/context_text_contextualized_images__text_options/test/metadata.jsonl +0 -0
- subsets/context_text_contextualized_images__text_options/train/metadata.jsonl +14 -14
- subsets/context_text_contextualized_images__text_options/validation/metadata.jsonl +5 -5
- subsets/context_text_contextualized_tables__image_options/test/metadata.jsonl +1 -1
- subsets/context_text_contextualized_tables__text_options/test/metadata.jsonl +0 -0
- subsets/context_text_contextualized_tables__text_options/train/metadata.jsonl +7 -7
- subsets/context_text_contextualized_tables__text_options/validation/metadata.jsonl +2 -2
- subsets/context_text_contextualized_tables_images__image_options/test/metadata.jsonl +2 -2
- subsets/context_text_contextualized_tables_images__text_options/test/metadata.jsonl +0 -0
- subsets/context_text_contextualized_tables_images__text_options/train/metadata.jsonl +9 -9
- subsets/context_text_contextualized_tables_images__text_options/validation/metadata.jsonl +3 -3
README.md
CHANGED
|
@@ -134,7 +134,7 @@ configs:
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| 134 |
dataset_info:
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- config_name: context_text_images__text_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -148,8 +148,6 @@ dataset_info:
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dtype: string
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- name: context
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dtype: string
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-
- name: image_context
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-
dtype: string
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- name: images
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list: image
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- name: question
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@@ -166,7 +164,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_contextualized_images__image_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -209,7 +207,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_contextualized_images__text_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -253,7 +251,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_contextualized_tables__image_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -292,7 +290,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_contextualized_tables__text_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -336,7 +334,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_contextualized_tables_images__image_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -385,7 +383,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_contextualized_tables_images__text_options
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features:
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| 388 |
-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -437,7 +435,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_images__image_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -470,7 +468,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_only__image_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -501,7 +499,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_only__table_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -529,7 +527,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_only__text_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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| 535 |
dtype: string
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@@ -557,7 +555,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_table__image_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -590,7 +588,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_table__text_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -604,8 +602,6 @@ dataset_info:
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dtype: string
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- name: context
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dtype: string
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-
- name: table_context
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-
dtype: string
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- name: tables
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dtype: string
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- name: question
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@@ -622,7 +618,7 @@ dataset_info:
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dtype: string
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- config_name: context_text_table_image__image_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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@@ -657,7 +653,7 @@ dataset_info:
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dtype: string
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| 658 |
- config_name: context_text_table_image__text_options
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features:
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-
- name:
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dtype: int64
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- name: assessment_program
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dtype: string
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|
@@ -727,7 +723,7 @@ Columns appear in this order. Not every subset has every column.
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| 727 |
|
| 728 |
| Column | Type | Description |
|
| 729 |
|---|---|---|
|
| 730 |
-
| `
|
| 731 |
| `assessment_program` | `string` | Source assessment, e.g. `olympiad`, `act` or `mcas`. |
|
| 732 |
| `assessment_stage` | `string` | Exam stage, e.g. `standalone`, `pre-qualifying`, `final` or `end-of-course`. |
|
| 733 |
| `subject` | `string` | School subject, e.g. `biology` or `mathematics`. |
|
|
|
|
| 134 |
dataset_info:
|
| 135 |
- config_name: context_text_images__text_options
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| 136 |
features:
|
| 137 |
+
- name: instance
|
| 138 |
dtype: int64
|
| 139 |
- name: assessment_program
|
| 140 |
dtype: string
|
|
|
|
| 148 |
dtype: string
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| 149 |
- name: context
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| 150 |
dtype: string
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|
|
|
|
|
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| 151 |
- name: images
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| 152 |
list: image
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| 153 |
- name: question
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|
|
|
| 164 |
dtype: string
|
| 165 |
- config_name: context_text_contextualized_images__image_options
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| 166 |
features:
|
| 167 |
+
- name: instance
|
| 168 |
dtype: int64
|
| 169 |
- name: assessment_program
|
| 170 |
dtype: string
|
|
|
|
| 207 |
dtype: string
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- config_name: context_text_contextualized_images__text_options
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features:
|
| 210 |
+
- name: instance
|
| 211 |
dtype: int64
|
| 212 |
- name: assessment_program
|
| 213 |
dtype: string
|
|
|
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| 251 |
dtype: string
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| 252 |
- config_name: context_text_contextualized_tables__image_options
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| 253 |
features:
|
| 254 |
+
- name: instance
|
| 255 |
dtype: int64
|
| 256 |
- name: assessment_program
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| 257 |
dtype: string
|
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|
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dtype: string
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- config_name: context_text_contextualized_tables__text_options
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| 292 |
features:
|
| 293 |
+
- name: instance
|
| 294 |
dtype: int64
|
| 295 |
- name: assessment_program
|
| 296 |
dtype: string
|
|
|
|
| 334 |
dtype: string
|
| 335 |
- config_name: context_text_contextualized_tables_images__image_options
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| 336 |
features:
|
| 337 |
+
- name: instance
|
| 338 |
dtype: int64
|
| 339 |
- name: assessment_program
|
| 340 |
dtype: string
|
|
|
|
| 383 |
dtype: string
|
| 384 |
- config_name: context_text_contextualized_tables_images__text_options
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| 385 |
features:
|
| 386 |
+
- name: instance
|
| 387 |
dtype: int64
|
| 388 |
- name: assessment_program
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| 389 |
dtype: string
|
|
|
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| 435 |
dtype: string
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| 436 |
- config_name: context_text_images__image_options
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| 437 |
features:
|
| 438 |
+
- name: instance
|
| 439 |
dtype: int64
|
| 440 |
- name: assessment_program
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| 441 |
dtype: string
|
|
|
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dtype: string
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| 469 |
- config_name: context_text_only__image_options
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| 470 |
features:
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| 471 |
+
- name: instance
|
| 472 |
dtype: int64
|
| 473 |
- name: assessment_program
|
| 474 |
dtype: string
|
|
|
|
| 499 |
dtype: string
|
| 500 |
- config_name: context_text_only__table_options
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| 501 |
features:
|
| 502 |
+
- name: instance
|
| 503 |
dtype: int64
|
| 504 |
- name: assessment_program
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| 505 |
dtype: string
|
|
|
|
| 527 |
dtype: string
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| 528 |
- config_name: context_text_only__text_options
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| 529 |
features:
|
| 530 |
+
- name: instance
|
| 531 |
dtype: int64
|
| 532 |
- name: assessment_program
|
| 533 |
dtype: string
|
|
|
|
| 555 |
dtype: string
|
| 556 |
- config_name: context_text_table__image_options
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| 557 |
features:
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| 558 |
+
- name: instance
|
| 559 |
dtype: int64
|
| 560 |
- name: assessment_program
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| 561 |
dtype: string
|
|
|
|
| 588 |
dtype: string
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| 589 |
- config_name: context_text_table__text_options
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| 590 |
features:
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| 591 |
+
- name: instance
|
| 592 |
dtype: int64
|
| 593 |
- name: assessment_program
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| 594 |
dtype: string
|
|
|
|
| 602 |
dtype: string
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| 603 |
- name: context
|
| 604 |
dtype: string
|
|
|
|
|
|
|
| 605 |
- name: tables
|
| 606 |
dtype: string
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| 607 |
- name: question
|
|
|
|
| 618 |
dtype: string
|
| 619 |
- config_name: context_text_table_image__image_options
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| 620 |
features:
|
| 621 |
+
- name: instance
|
| 622 |
dtype: int64
|
| 623 |
- name: assessment_program
|
| 624 |
dtype: string
|
|
|
|
| 653 |
dtype: string
|
| 654 |
- config_name: context_text_table_image__text_options
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| 655 |
features:
|
| 656 |
+
- name: instance
|
| 657 |
dtype: int64
|
| 658 |
- name: assessment_program
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| 659 |
dtype: string
|
|
|
|
| 723 |
|
| 724 |
| Column | Type | Description |
|
| 725 |
|---|---|---|
|
| 726 |
+
| `instance` | `int64` | Question identifier (source `id`, renamed to `instance` in this release). |
|
| 727 |
| `assessment_program` | `string` | Source assessment, e.g. `olympiad`, `act` or `mcas`. |
|
| 728 |
| `assessment_stage` | `string` | Exam stage, e.g. `standalone`, `pre-qualifying`, `final` or `end-of-course`. |
|
| 729 |
| `subject` | `string` | School subject, e.g. `biology` or `mathematics`. |
|
build_report.json
CHANGED
|
@@ -6,7 +6,7 @@
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| 6 |
},
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| 7 |
{
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| 8 |
"file": "context_text_contextualized_images__text_options.csv",
|
| 9 |
-
"sha256": "
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| 10 |
},
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| 11 |
{
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| 12 |
"file": "context_text_contextualized_tables__image_options.csv",
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@@ -26,23 +26,23 @@
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},
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{
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| 28 |
"file": "context_text_images__image_options.csv",
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-
"sha256": "
|
| 30 |
},
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| 31 |
{
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"file": "context_text_images__text_options.csv",
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-
"sha256": "
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},
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{
|
| 36 |
"file": "context_text_only__image_options.csv",
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-
"sha256": "
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},
|
| 39 |
{
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"file": "context_text_only__table_options.csv",
|
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-
"sha256": "
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},
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{
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"file": "context_text_only__text_options.csv",
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-
"sha256": "
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},
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{
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| 48 |
"file": "context_text_table__image_options.csv",
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@@ -50,7 +50,7 @@
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},
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{
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"file": "context_text_table__text_options.csv",
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-
"sha256": "
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},
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{
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"file": "context_text_table_image__image_options.csv",
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@@ -58,7 +58,7 @@
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},
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{
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"file": "context_text_table_image__text_options.csv",
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-
"sha256": "
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}
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],
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"configurations": {
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},
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| 7 |
{
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"file": "context_text_contextualized_images__text_options.csv",
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+
"sha256": "3301d4db163499ed0d595461ba43d311bf214b5281c9788ec8cd942dafb590a3"
|
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},
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| 11 |
{
|
| 12 |
"file": "context_text_contextualized_tables__image_options.csv",
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},
|
| 27 |
{
|
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"file": "context_text_images__image_options.csv",
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+
"sha256": "4ec7406ee03ad6c297e2ee5d2b38183fd41d2e02fffb0c078d608da5a9210942"
|
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},
|
| 31 |
{
|
| 32 |
"file": "context_text_images__text_options.csv",
|
| 33 |
+
"sha256": "ce6db27ec2f9d695fbc92802aee075c8add034f51f5d2bf5e27f84ccecd6c941"
|
| 34 |
},
|
| 35 |
{
|
| 36 |
"file": "context_text_only__image_options.csv",
|
| 37 |
+
"sha256": "07a27d907d38d53769f0404ffbeebaf82931f5784ba75a985ccd27f622ad23b7"
|
| 38 |
},
|
| 39 |
{
|
| 40 |
"file": "context_text_only__table_options.csv",
|
| 41 |
+
"sha256": "88eb4ce2d5e023632baa358df5e1acc34a005be559dfc995d8472b8d81637bfa"
|
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},
|
| 43 |
{
|
| 44 |
"file": "context_text_only__text_options.csv",
|
| 45 |
+
"sha256": "5b10d29296b5742bdcd99e97564f2bcfb1cb6e8deee572fbcb9bcb36c3c3fa16"
|
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},
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{
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"file": "context_text_table__image_options.csv",
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},
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| 51 |
{
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"file": "context_text_table__text_options.csv",
|
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+
"sha256": "c62d588ebe7d026266703b6a32f95e8f17263225a2972111cf6226ff19b0e292"
|
| 54 |
},
|
| 55 |
{
|
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"file": "context_text_table_image__image_options.csv",
|
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},
|
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{
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| 60 |
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{"instance": 2, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Atmosphere", "context": "Greenhouse gases such as methane \\(\\mathrm{(CH_4)}\\) warm Earth's climate. Figure 1 shows the concentration of \\(\\mathrm{CH_4}\\) in Earth's atmosphere and the solar radiation intensity at Earth's surface for tropical Europe and Asia over the past 250,000 years. As the figure shows, the \\(\\mathrm{CH_4}\\) concentration and the solar radiation intensity have increased and decreased at the same times over most of this period. Figure 2 shows the same types of data for the same region over the past 11,000 years. This figure is consistent with the hypothesis that the greenhouse gases from human activities may have begun warming Earth's climate thousands of years earlier than once thought. ", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__image_options/43_0__science_passage_3_q15_20__7580819d82.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__image_options/44_0__science_passage_3_q15_20__65ab7e4626.jpg", "image_context_3": null, "image_3": null, "question": "Suppose that whenever the \\(\\mathrm{CH_4}\\) concentration increases, a corresponding, immediate increase in average global temperature occurs, and that whenever the \\(\\mathrm{CH_4}\\) concentration decreases, a corresponding, immediate decrease in average global temperature occurs. Based on Figure 2, which of the following graphs best represents a plot of average global temperature over the past 11,000 years? ", "answer_options": ["images/context_text_contextualized_images__image_options/44_1__science_passage_3_q15_20__ec908b61e0.jpg"], "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "option_image_label_groups": [["A", "B", "C", "D"]], "split": "test"}
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{"instance": 3, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": null, "image_context_1": "Three studies examined how the volume of runoff from melting ice is affected by wind speed and by the presence of sand beneath the ice.\n\nIn a lab kept at $18^\\circ\\mathrm{C}$ , runoff was collected from a plastic box containing melting ice. The box was tilted at $10^\\circ$ and had horizontal openings in its lower end. After flowing through the openings, the runoff fell into a trough (see diagram) and was conveyed to a measuring device.", "image_1": "images/context_text_contextualized_images__image_options/50_0.jpg", "image_context_2": "## Study 1\n\nIn each of the first 3 of 4 trials, the following steps were carried out:\n\n1. A $30\\mathrm{cm}$ deep layer of a particular clean, dry sand was placed in the box. \n2. A $30\\mathrm{cm}$ deep layer of chipped ice (density $0.4\\mathrm{g} / \\mathrm{cm}^3$ was placed in the box on top of the layer of sand. \n3. A fan was turned on to blow air at a constant speed onto the trough end of the box. \n\n4. For the next $600\\mathrm{min}$ , the volume of runoff collected over each $20\\mathrm{min}$ period was measured.\n\nThe wind speed was $2.5\\mathrm{m / sec}$ , $1.0\\mathrm{m / sec}$ , and $0.5\\mathrm{m / sec}$ in the first, second, and third trials, respectively.\n\nIn the fourth trial, all steps except Step 3 were carried out. (The fan was not turned on.)\n\nThe results of the 4 trials are shown in Figure 1.", "image_2": "images/context_text_contextualized_images__image_options/50_1.jpg", "image_context_3": "## Study 2\n\nThe second trial of Study 1 was repeated. Then the second trial of Study 1 was again repeated, except that Step 1 was omitted. (No sand layer was placed in the box.) The results of the 2 trials are shown in Figure 2.", "image_3": "images/context_text_contextualized_images__image_options/50_2.jpg", "question": "The volume of runoff measured at $200\\mathrm{min}$ in Study 1 for the 4 wind speeds is best represented by which of the following graphs?", "answer_options": ["images/context_text_contextualized_images__image_options/51_0.jpg"], "answer_option_labels": ["F", "H", "G", "J"], "correct_answer": ["F"], "num_correct_answer_options": 1, "option_image_label_groups": [["F", "H", "G", "J"]], "split": "test"}
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{"instance": 4, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": "Earthquakes produce seismic waves that can travel long distances through Earth. Two types of seismic waves are p-waves and s-waves. P-waves typically travel 6-13 km/sec and s-waves typically travel 3.5-7.5 km/sec. Figure 1 shows how p-waves and s-waves move and are refracted (bent) as they travel through different layers of Earth's interior. Figure 2 shows a seismograph (an instrument that detects seismic waves) recording of p-waves and s-waves from an earthquake. Figure 3 shows, in general, how long it takes p-waves and s-waves to travel given distances along the surface from an earthquake focus (point of origin of seismic waves).", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/41_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/42_0.jpg", "image_context_3": "Figure 3", "image_3": "images/context_text_contextualized_images__text_options/42_1.jpg", "image_context_4": null, "image_4": null, "question": "Figure 1 shows that a seismograph located at a point 125° around Earth from an earthquake's focus would receive which type(s) of seismic waves, if either, from that earthquake?", "answer_options": {"A": "P-waves only", "B": "S-waves only", "C": "Both p-waves and s-waves", "D": "Neither p-waves nor s-waves"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 5, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": "Earthquakes produce seismic waves that can travel long distances through Earth. Two types of seismic waves are p-waves and s-waves. P-waves typically travel 6-13 km/sec and s-waves typically travel 3.5-7.5 km/sec. Figure 1 shows how p-waves and s-waves move and are refracted (bent) as they travel through different layers of Earth's interior. Figure 2 shows a seismograph (an instrument that detects seismic waves) recording of p-waves and s-waves from an earthquake. Figure 3 shows, in general, how long it takes p-waves and s-waves to travel given distances along the surface from an earthquake focus (point of origin of seismic waves).", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/41_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/42_0.jpg", "image_context_3": "Figure 3", "image_3": "images/context_text_contextualized_images__text_options/42_1.jpg", "image_context_4": null, "image_4": null, "question": "According to Figure 1, when p-waves encounter the boundary between the mantle and the core, the p-waves most likely:", "answer_options": {"A": "stop and do not continue into the core.", "B": "enter the core and are refracted.", "C": "change to s-waves.", "D": "change to a third type of seismic wave."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 6, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": "Earthquakes produce seismic waves that can travel long distances through Earth. Two types of seismic waves are p-waves and s-waves. P-waves typically travel 6-13 km/sec and s-waves typically travel 3.5-7.5 km/sec. Figure 1 shows how p-waves and s-waves move and are refracted (bent) as they travel through different layers of Earth's interior. Figure 2 shows a seismograph (an instrument that detects seismic waves) recording of p-waves and s-waves from an earthquake. Figure 3 shows, in general, how long it takes p-waves and s-waves to travel given distances along the surface from an earthquake focus (point of origin of seismic waves).", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/41_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/42_0.jpg", "image_context_3": "Figure 3", "image_3": "images/context_text_contextualized_images__text_options/42_1.jpg", "image_context_4": null, "image_4": null, "question": "Based on Figure 3, for a given seismograph, the time elapsed between the arrival of the first p-waves and the arrival of the first s-waves from an earthquake focus 10,500 km away would most likely be:", "answer_options": {"A": "less than 5 min.", "B": "between 5 min and 7 min.", "C": "between 8 min and 10 min.", "D": "more than 10 min."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 7, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": "Earthquakes produce seismic waves that can travel long distances through Earth. Two types of seismic waves are p-waves and s-waves. P-waves typically travel 6-13 km/sec and s-waves typically travel 3.5-7.5 km/sec. Figure 1 shows how p-waves and s-waves move and are refracted (bent) as they travel through different layers of Earth's interior. Figure 2 shows a seismograph (an instrument that detects seismic waves) recording of p-waves and s-waves from an earthquake. Figure 3 shows, in general, how long it takes p-waves and s-waves to travel given distances along the surface from an earthquake focus (point of origin of seismic waves).", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/41_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/42_0.jpg", "image_context_3": "Figure 3", "image_3": "images/context_text_contextualized_images__text_options/42_1.jpg", "image_context_4": null, "image_4": null, "question": "Based on the information provided, the \"time earthquake starts at the focus\" in Figure 2 corresponds to which of the following points on Figure 3?", "answer_options": {"A": "0km, 0 min", "B": "2,000km, 5 min", "C": "5,000km, 12 min", "D": "10,000km, 20 min"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 12, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Evolution and Biodiversity", "context": null, "image_context_1": "Finch beak depth (see Figure 1) is an inheritable trait (it can be passed from parents to offspring).\n\nResearchers studied the beak depth of 2 species of finches, Geospiza fortis and Geospiza fuliginosa. Both species live on Island A. G. fortis alone lives on Island B, and G. fuliginosa alone lives on Island C. For both species, the primary food is seeds. Birds with shallower beaks can efficiently crush and eat only small seeds. Birds with deeper beaks can crush and eat both large and small seeds, but they prefer small seeds.", "image_1": "images/context_text_contextualized_images__text_options/41_0__science_passage_1_q1_6__ff693dbc12_3.jpg", "image_context_2": "Study 1\n\nResearchers captured 100 G. fortis finches and 100 G. fuliginosa finches on Island A. They tagged each bird, measured its beak depth, and released it. Then they calculated the percent of birds having each of the beak depths that had been measured. The researchers followed the same procedures with 100 G. fortis finches from Island B and 100 G. fuliginosa finches from Island C. The results of this study are shown in Figure 2.", "image_2": "images/context_text_contextualized_images__text_options/41_1.jpg", "image_context_3": "Study 2\n\nAfter completing Study 1, the researchers returned to Island B each of the next 10 years, from 1976 to 1985. During each visit, the researchers captured at least 50 G. fortis finches and measured their beak depths. Then\n\nthey calculated the average $G$. fortis beak depth for each of the 10 years. The researchers noted that, during the 10- year period, 3 years were exceptionally dry, and 1 year was very wet (see Figure 3). Small seeds are abundant during wet years. During dry years, all seeds are less abundant, and the average size of the available seeds is larger.", "image_3": "images/context_text_contextualized_images__text_options/42_0__science_passage_1_q1_6__a2d5d77882_3.jpg", "image_context_4": null, "image_4": null, "question": "3. Study 1 differed from Study 2 in which of the following ways?", "answer_options": {"A": "$G$. fortis finches were captured during Study 1 but not during Study 2.", "B": "$G$. fuliginosa finches were captured during Study 1 but not during Study 2.", "C": "The beak depth of captured birds was measured during Study 1 but not during Study 2.", "D": "The beak depth of captured birds was measured during Study 2 but not during Study 1."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 13, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Evolution and Biodiversity", "context": null, "image_context_1": "Finch beak depth (see Figure 1) is an inheritable trait (it can be passed from parents to offspring).\n\nResearchers studied the beak depth of 2 species of finches, Geospiza fortis and Geospiza fuliginosa. Both species live on Island A. G. fortis alone lives on Island B, and G. fuliginosa alone lives on Island C. For both species, the primary food is seeds. Birds with shallower beaks can efficiently crush and eat only small seeds. Birds with deeper beaks can crush and eat both large and small seeds, but they prefer small seeds.", "image_1": "images/context_text_contextualized_images__text_options/41_0__science_passage_1_q1_6__ff693dbc12_4.jpg", "image_context_2": "Study 1\n\nResearchers captured 100 G. fortis finches and 100 G. fuliginosa finches on Island A. They tagged each bird, measured its beak depth, and released it. Then they calculated the percent of birds having each of the beak depths that had been measured. The researchers followed the same procedures with 100 G. fortis finches from Island B and 100 G. fuliginosa finches from Island C. The results of this study are shown in Figure 2.", "image_2": "images/context_text_contextualized_images__text_options/41_1.jpg", "image_context_3": "Study 2\n\nAfter completing Study 1, the researchers returned to Island B each of the next 10 years, from 1976 to 1985. During each visit, the researchers captured at least 50 G. fortis finches and measured their beak depths. Then\n\nthey calculated the average $G$. fortis beak depth for each of the 10 years. The researchers noted that, during the 10- year period, 3 years were exceptionally dry, and 1 year was very wet (see Figure 3). Small seeds are abundant during wet years. During dry years, all seeds are less abundant, and the average size of the available seeds is larger.", "image_3": "images/context_text_contextualized_images__text_options/42_0__science_passage_1_q1_6__a2d5d77882_4.jpg", "image_context_4": null, "image_4": null, "question": "4. It is most likely that the researchers tagged the birds that they captured during Study 1 to:", "answer_options": {"A": "determine how beak depth was affected by rainfall on Island A.", "B": "determine the average age of each finch population.", "C": "ensure that the beak depth of each finch was measured multiple times during Study 1.", "D": "ensure that the beak depth of each finch was measured only once during Study 1."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 14, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Evolution and Biodiversity", "context": null, "image_context_1": "Finch beak depth (see Figure 1) is an inheritable trait (it can be passed from parents to offspring).\n\nResearchers studied the beak depth of 2 species of finches, Geospiza fortis and Geospiza fuliginosa. Both species live on Island A. G. fortis alone lives on Island B, and G. fuliginosa alone lives on Island C. For both species, the primary food is seeds. Birds with shallower beaks can efficiently crush and eat only small seeds. Birds with deeper beaks can crush and eat both large and small seeds, but they prefer small seeds.", "image_1": "images/context_text_contextualized_images__text_options/41_0__science_passage_1_q1_6__ff693dbc12_5.jpg", "image_context_2": "Study 1\n\nResearchers captured 100 G. fortis finches and 100 G. fuliginosa finches on Island A. They tagged each bird, measured its beak depth, and released it. Then they calculated the percent of birds having each of the beak depths that had been measured. The researchers followed the same procedures with 100 G. fortis finches from Island B and 100 G. fuliginosa finches from Island C. The results of this study are shown in Figure 2.", "image_2": "images/context_text_contextualized_images__text_options/41_1.jpg", "image_context_3": "Study 2\n\nAfter completing Study 1, the researchers returned to Island B each of the next 10 years, from 1976 to 1985. During each visit, the researchers captured at least 50 G. fortis finches and measured their beak depths. Then\n\nthey calculated the average $G$. fortis beak depth for each of the 10 years. The researchers noted that, during the 10- year period, 3 years were exceptionally dry, and 1 year was very wet (see Figure 3). Small seeds are abundant during wet years. During dry years, all seeds are less abundant, and the average size of the available seeds is larger.", "image_3": "images/context_text_contextualized_images__text_options/42_0__science_passage_1_q1_6__a2d5d77882_5.jpg", "image_context_4": null, "image_4": null, "question": "5. Based on the results of Study 2, would a finch with a beak depth of $9.4\\mathrm{mm}$ or a finch with a beak depth of $9.9\\mathrm{mm}$ more likely have had a greater chance of survival during 1977 ?", "answer_options": {"A": "A finch with a beak depth of $9.4\\mathrm{mm}$, because, on average, the size of available seeds is larger during dry years.", "B": "A finch with a beak depth of $9.4\\mathrm{mm}$, because, on average, the size of available seeds is smaller during dry years.", "C": "A finch with a beak depth of $9.9\\mathrm{mm}$, because, on average, the size of available seeds is larger during dry years.", "D": "A finch with a beak depth of $9.9\\mathrm{mm}$, because, on average, the size of available seeds is smaller during dry years."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 15, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Evolution and Biodiversity", "context": null, "image_context_1": "Finch beak depth (see Figure 1) is an inheritable trait (it can be passed from parents to offspring).\n\nResearchers studied the beak depth of 2 species of finches, Geospiza fortis and Geospiza fuliginosa. Both species live on Island A. G. fortis alone lives on Island B, and G. fuliginosa alone lives on Island C. For both species, the primary food is seeds. Birds with shallower beaks can efficiently crush and eat only small seeds. Birds with deeper beaks can crush and eat both large and small seeds, but they prefer small seeds.", "image_1": "images/context_text_contextualized_images__text_options/41_0__science_passage_1_q1_6__ff693dbc12_6.jpg", "image_context_2": "Study 1\n\nResearchers captured 100 G. fortis finches and 100 G. fuliginosa finches on Island A. They tagged each bird, measured its beak depth, and released it. Then they calculated the percent of birds having each of the beak depths that had been measured. The researchers followed the same procedures with 100 G. fortis finches from Island B and 100 G. fuliginosa finches from Island C. The results of this study are shown in Figure 2.", "image_2": "images/context_text_contextualized_images__text_options/41_1.jpg", "image_context_3": "Study 2\n\nAfter completing Study 1, the researchers returned to Island B each of the next 10 years, from 1976 to 1985. During each visit, the researchers captured at least 50 G. fortis finches and measured their beak depths. Then\n\nthey calculated the average $G$. fortis beak depth for each of the 10 years. The researchers noted that, during the 10- year period, 3 years were exceptionally dry, and 1 year was very wet (see Figure 3). Small seeds are abundant during wet years. During dry years, all seeds are less abundant, and the average size of the available seeds is larger.", "image_3": "images/context_text_contextualized_images__text_options/42_0__science_passage_1_q1_6__a2d5d77882_6.jpg", "image_context_4": null, "image_4": null, "question": "6. A researcher hypothesized that there would be more variation in the beak depths measured for the $G$. fortis finches when they were forced to compete with another finch species for seeds. Do the results of Study 1 support this hypothesis?", "answer_options": {"A": "Yes; the range of beak depths measured for $G$. fortis finches was greater on Island A than on Island B.", "B": "Yes; the range of beak depths measured for $G$. fortis finches was greater on Island B than on Island A.", "C": "No; the range of beak depths measured for $G$. fortis finches was greater on Island A than on Island B.", "D": "No; the range of beak depths measured for $G$. fortis finches was greater on Island B than on Island A."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 33, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "physics", "domain": "mechanics", "context": "In 2 experiments, a student pulled each of 3 blocks in a straight line across a flat, horizontal surface.\n\nIn Experiment 1, the student measured the pulling force (the force required to move each block at a constant speed) and plotted the pulling force, in newtons (N), versus block mass, in kilograms (kg). The results are shown in Figure 1.\n\nIn Experiment 2, the student measured the speed versus time of a $2.00\\mathrm{kg}$ block, a $2.50\\mathrm{kg}$ block, and a $3.00\\mathrm{kg}$ block as each block was pulled across the surface with a constant $30\\mathrm{N}$ force. The results are shown in Figure 2.", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/45_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/45_1.jpg", "image_context_3": null, "image_3": null, "image_context_4": null, "image_4": null, "question": "Based on Figure 2, what is the order of the 3 blocks, from the block that required the shortest time to reach $15\\mathrm{m / sec}$ to the block that required the longest time to reach $15\\mathrm{m / sec}$ ?", "answer_options": {"A": "$2.00\\mathrm{kg}$ block, $2.50\\mathrm{kg}$ block, $3.00\\mathrm{kg}$ block", "B": "$2.00\\mathrm{kg}$ block, $3.00\\mathrm{kg}$ block, $2.50\\mathrm{kg}$ block", "C": "$3.00\\mathrm{kg}$ block, $2.00\\mathrm{kg}$ block, $2.50\\mathrm{kg}$ block", "D": "$3.00\\mathrm{kg}$ block, $2.50\\mathrm{kg}$ block, $2.00\\mathrm{kg}$ block"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 34, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "physics", "domain": "mechanics", "context": "In 2 experiments, a student pulled each of 3 blocks in a straight line across a flat, horizontal surface.\n\nIn Experiment 1, the student measured the pulling force (the force required to move each block at a constant speed) and plotted the pulling force, in newtons (N), versus block mass, in kilograms (kg). The results are shown in Figure 1.\n\nIn Experiment 2, the student measured the speed versus time of a $2.00\\mathrm{kg}$ block, a $2.50\\mathrm{kg}$ block, and a $3.00\\mathrm{kg}$ block as each block was pulled across the surface with a constant $30\\mathrm{N}$ force. The results are shown in Figure 2.", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/45_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/45_1.jpg", "image_context_3": null, "image_3": null, "image_context_4": null, "image_4": null, "question": "Based on Figure 2, what was the approximate value of the acceleration of the $3.00\\mathrm{kg}$ block?", "answer_options": {"A": "$0.0\\mathrm{m / sec}^2$", "B": "$5.0\\mathrm{m / sec}^2$", "C": "$15.0\\mathrm{m / sec}^2$", "D": "$20.0\\mathrm{m / sec}^2$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 35, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "physics", "domain": "mechanics", "context": "In 2 experiments, a student pulled each of 3 blocks in a straight line across a flat, horizontal surface.\n\nIn Experiment 1, the student measured the pulling force (the force required to move each block at a constant speed) and plotted the pulling force, in newtons (N), versus block mass, in kilograms (kg). The results are shown in Figure 1.\n\nIn Experiment 2, the student measured the speed versus time of a $2.00\\mathrm{kg}$ block, a $2.50\\mathrm{kg}$ block, and a $3.00\\mathrm{kg}$ block as each block was pulled across the surface with a constant $30\\mathrm{N}$ force. The results are shown in Figure 2.", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/45_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/45_1.jpg", "image_context_3": null, "image_3": null, "image_context_4": null, "image_4": null, "question": "Based on Figure 1, the results of Experiment 1 are best modeled by which of the following equations?", "answer_options": {"A": "Block speed $(\\mathrm{m / sec}) = 0.2\\times \\mathrm{time(sec)}$", "B": "Block speed $(\\mathrm{m / sec}) = 5.0\\times \\mathrm{time(sec)}$", "C": "Pulling force $(\\mathrm{N}) = 0.2\\times \\mathrm{blockmass(kg)}$", "D": "Pulling force $(\\mathrm{N}) = 5.0\\times \\mathrm{blockmass(kg)}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 36, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "physics", "domain": "mechanics", "context": "In 2 experiments, a student pulled each of 3 blocks in a straight line across a flat, horizontal surface.\n\nIn Experiment 1, the student measured the pulling force (the force required to move each block at a constant speed) and plotted the pulling force, in newtons (N), versus block mass, in kilograms (kg). The results are shown in Figure 1.\n\nIn Experiment 2, the student measured the speed versus time of a $2.00\\mathrm{kg}$ block, a $2.50\\mathrm{kg}$ block, and a $3.00\\mathrm{kg}$ block as each block was pulled across the surface with a constant $30\\mathrm{N}$ force. The results are shown in Figure 2.", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/45_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/45_1.jpg", "image_context_3": null, "image_3": null, "image_context_4": null, "image_4": null, "question": "At each of the times plotted in Figure 2 (except 0.00 sec), as block mass increased, block speed:", "answer_options": {"A": "increased only.", "B": "decreased only.", "C": "varied, but with no general trend.", "D": "remained the same."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 37, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "physics", "domain": "mechanics", "context": "In 2 experiments, a student pulled each of 3 blocks in a straight line across a flat, horizontal surface.\n\nIn Experiment 1, the student measured the pulling force (the force required to move each block at a constant speed) and plotted the pulling force, in newtons (N), versus block mass, in kilograms (kg). The results are shown in Figure 1.\n\nIn Experiment 2, the student measured the speed versus time of a $2.00\\mathrm{kg}$ block, a $2.50\\mathrm{kg}$ block, and a $3.00\\mathrm{kg}$ block as each block was pulled across the surface with a constant $30\\mathrm{N}$ force. The results are shown in Figure 2.", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/45_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/45_1.jpg", "image_context_3": null, "image_3": null, "image_context_4": null, "image_4": null, "question": "Based on Figure 1, an applied force of 30.00 N would most likely have been required to maintain the constant speed of a block having a mass of:", "answer_options": {"A": "4.00 kg.", "B": "5.00 kg.", "C": "6.00 kg.", "D": "7.00 kg."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 38, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Atmosphere", "context": "Drilling mud (DM) is a suspension of clay particles in water. When a well is drilled, DM is injected into the hole to lubricate the drill. After this use, the DM is brought back up to the surface and then disposed of by spraying it on adjacent land areas.\n\nA cover of DM on plants and soil can affect the albedo (proportion of the total incoming solar radiation that is reflected from a surface), which in turn can affect the soil temperature. The effect of a cover of DM on the albedo and the soil temperature of an unlooped, semiarid grassland area was studied from July 1 to August 9 of a particular year.\n\nOn June 30, 3 plots (Plots 1- 3), each $10\\mathrm{m}$ by $40\\mathrm{m}$ were established in the grassland area. For all the plots, the types of vegetation present were the same, as was the density of the vegetation cover. At the center of each plot, a soil temperature sensor was buried in the soil at a depth of $2.5\\mathrm{cm}$ . An instrument that measures incoming and reflected solar radiation was suspended $60\\mathrm{cm}$ above the center of each plot.\n\nAn amount of DM equivalent to 40 cubic meters per hectare ( $\\mathrm{m}^3 /\\mathrm{ha}$ ) was then sprayed evenly on Plot 2. (One hectare equals $10,000\\mathrm{m}^2$ .) An amount equivalent to $80\\mathrm{m}^3 /\\mathrm{ha}$ was sprayed evenly on Plot 3. No DM was sprayed on Plot 1.\n\nFor each plot, the albedo was calculated for each cloudless day during the study period using measurements of incoming and reflected solar radiation taken at noon on those days (see Figure 1).\n\nFor each plot, the sensor recorded the soil temperature every 5 sec over the study period. From these data, the average soil temperature of each plot was determined for each day (see Figure 2).", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_images__text_options/49_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_images__text_options/49_1.jpg", "image_context_3": null, "image_3": null, "image_context_4": null, "image_4": null, "question": "Albedo was measured at noon because that time of day is when solar radiation reaching the ground is:", "answer_options": {"A": "100% reflected.", "B": "100% absorbed.", "C": "least intense.", "D": "most intense."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 58, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": null, "image_context_1": "Three studies examined how the volume of runoff from melting ice is affected by wind speed and by the presence of sand beneath the ice.\n\nIn a lab kept at $18^\\circ\\mathrm{C}$ , runoff was collected from a plastic box containing melting ice. The box was tilted at $10^\\circ$ and had horizontal openings in its lower end. After flowing through the openings, the runoff fell into a trough (see diagram) and was conveyed to a measuring device.", "image_1": "images/context_text_contextualized_images__text_options/50_0.jpg", "image_context_2": "## Study 1\n\nIn each of the first 3 of 4 trials, the following steps were carried out:\n\n1. A $30\\mathrm{cm}$ deep layer of a particular clean, dry sand was placed in the box. \n2. A $30\\mathrm{cm}$ deep layer of chipped ice (density $0.4\\mathrm{g} / \\mathrm{cm}^3$ was placed in the box on top of the layer of sand. \n3. A fan was turned on to blow air at a constant speed onto the trough end of the box. \n\n4. For the next $600\\mathrm{min}$ , the volume of runoff collected over each $20\\mathrm{min}$ period was measured.\n\nThe wind speed was $2.5\\mathrm{m / sec}$ , $1.0\\mathrm{m / sec}$ , and $0.5\\mathrm{m / sec}$ in the first, second, and third trials, respectively.\n\nIn the fourth trial, all steps except Step 3 were carried out. (The fan was not turned on.)\n\nThe results of the 4 trials are shown in Figure 1.", "image_2": "images/context_text_contextualized_images__text_options/50_1.jpg", "image_context_3": "## Study 2\n\nThe second trial of Study 1 was repeated. Then the second trial of Study 1 was again repeated, except that Step 1 was omitted. (No sand layer was placed in the box.) The results of the 2 trials are shown in Figure 2.", "image_3": "images/context_text_contextualized_images__text_options/50_2.jpg", "image_context_4": null, "image_4": null, "question": "Suppose Study 2 had been repeated, except in a lab kept at $-1^\\circ\\mathrm{C}$ . The total volume of runoff measured over the $600\\mathrm{min}$ in the repeated study would most likely have been:", "answer_options": {"A": "near or at zero, because $-1^\\circ\\mathrm{C}$ is below the freezing point of water.", "B": "near or at zero, because $-1^\\circ\\mathrm{C}$ is above the freezing point of water.", "C": "greater than that in the original study, because $-1^\\circ\\mathrm{C}$ is below the freezing point of water.", "D": "greater than that in the original study, because $-1^\\circ\\mathrm{C}$ is above the freezing point of water."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "val"}
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{"instance": 59, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": null, "image_context_1": "Three studies examined how the volume of runoff from melting ice is affected by wind speed and by the presence of sand beneath the ice.\n\nIn a lab kept at $18^\\circ\\mathrm{C}$ , runoff was collected from a plastic box containing melting ice. The box was tilted at $10^\\circ$ and had horizontal openings in its lower end. After flowing through the openings, the runoff fell into a trough (see diagram) and was conveyed to a measuring device.", "image_1": "images/context_text_contextualized_images__text_options/50_0.jpg", "image_context_2": "## Study 1\n\nIn each of the first 3 of 4 trials, the following steps were carried out:\n\n1. A $30\\mathrm{cm}$ deep layer of a particular clean, dry sand was placed in the box. \n2. A $30\\mathrm{cm}$ deep layer of chipped ice (density $0.4\\mathrm{g} / \\mathrm{cm}^3$ was placed in the box on top of the layer of sand. \n3. A fan was turned on to blow air at a constant speed onto the trough end of the box. \n\n4. For the next $600\\mathrm{min}$ , the volume of runoff collected over each $20\\mathrm{min}$ period was measured.\n\nThe wind speed was $2.5\\mathrm{m / sec}$ , $1.0\\mathrm{m / sec}$ , and $0.5\\mathrm{m / sec}$ in the first, second, and third trials, respectively.\n\nIn the fourth trial, all steps except Step 3 were carried out. (The fan was not turned on.)\n\nThe results of the 4 trials are shown in Figure 1.", "image_2": "images/context_text_contextualized_images__text_options/50_1.jpg", "image_context_3": "## Study 2\n\nThe second trial of Study 1 was repeated. Then the second trial of Study 1 was again repeated, except that Step 1 was omitted. (No sand layer was placed in the box.) The results of the 2 trials are shown in Figure 2.", "image_3": "images/context_text_contextualized_images__text_options/50_2.jpg", "image_context_4": null, "image_4": null, "question": "According to the results of Study 1, for which of the wind speeds did the runoff volume per $20\\mathrm{min}$ decrease to zero from its maximum value before $500\\mathrm{min}$ ?", "answer_options": {"A": "$0\\mathrm{m / sec}$ only", "B": "$2.5\\mathrm{m / sec}$ only", "C": "$0.5\\mathrm{m / sec}$ and $1.0\\mathrm{m / sec}$ only", "D": "$1.0\\mathrm{m / sec}$ and $2.5\\mathrm{m / sec}$ only"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "val"}
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{"instance": 60, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": null, "image_context_1": "Three studies examined how the volume of runoff from melting ice is affected by wind speed and by the presence of sand beneath the ice.\n\nIn a lab kept at $18^\\circ\\mathrm{C}$ , runoff was collected from a plastic box containing melting ice. The box was tilted at $10^\\circ$ and had horizontal openings in its lower end. After flowing through the openings, the runoff fell into a trough (see diagram) and was conveyed to a measuring device.", "image_1": "images/context_text_contextualized_images__text_options/50_0.jpg", "image_context_2": "## Study 1\n\nIn each of the first 3 of 4 trials, the following steps were carried out:\n\n1. A $30\\mathrm{cm}$ deep layer of a particular clean, dry sand was placed in the box. \n2. A $30\\mathrm{cm}$ deep layer of chipped ice (density $0.4\\mathrm{g} / \\mathrm{cm}^3$ was placed in the box on top of the layer of sand. \n3. A fan was turned on to blow air at a constant speed onto the trough end of the box. \n\n4. For the next $600\\mathrm{min}$ , the volume of runoff collected over each $20\\mathrm{min}$ period was measured.\n\nThe wind speed was $2.5\\mathrm{m / sec}$ , $1.0\\mathrm{m / sec}$ , and $0.5\\mathrm{m / sec}$ in the first, second, and third trials, respectively.\n\nIn the fourth trial, all steps except Step 3 were carried out. (The fan was not turned on.)\n\nThe results of the 4 trials are shown in Figure 1.", "image_2": "images/context_text_contextualized_images__text_options/50_1.jpg", "image_context_3": "## Study 2\n\nThe second trial of Study 1 was repeated. Then the second trial of Study 1 was again repeated, except that Step 1 was omitted. (No sand layer was placed in the box.) The results of the 2 trials are shown in Figure 2.", "image_3": "images/context_text_contextualized_images__text_options/50_2.jpg", "image_context_4": null, "image_4": null, "question": "Compare the results of the 2 trials in Study 2. In which trial did the volume of runoff per $20\\mathrm{min}$ reach a greater maximum value, and in which trial did the volume of runoff per $20\\mathrm{min}$ decrease to zero from the maximum value in the shorter amount of time?\n\ngreater maximum shorter time to zero A. with sand layer with sand layer B. with sand layer without sand layer C. without sand layer with sand layer D. without sand layer without sand layer", "answer_options": {"A": "with sand layer with sand layer", "B": "with sand layer without sand layer", "C": "without sand layer with sand layer", "D": "without sand layer without sand layer"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "val"}
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{"instance": 61, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": null, "image_context_1": "Three studies examined how the volume of runoff from melting ice is affected by wind speed and by the presence of sand beneath the ice.\n\nIn a lab kept at $18^\\circ\\mathrm{C}$ , runoff was collected from a plastic box containing melting ice. The box was tilted at $10^\\circ$ and had horizontal openings in its lower end. After flowing through the openings, the runoff fell into a trough (see diagram) and was conveyed to a measuring device.", "image_1": "images/context_text_contextualized_images__text_options/50_0.jpg", "image_context_2": "## Study 1\n\nIn each of the first 3 of 4 trials, the following steps were carried out:\n\n1. A $30\\mathrm{cm}$ deep layer of a particular clean, dry sand was placed in the box. \n2. A $30\\mathrm{cm}$ deep layer of chipped ice (density $0.4\\mathrm{g} / \\mathrm{cm}^3$ was placed in the box on top of the layer of sand. \n3. A fan was turned on to blow air at a constant speed onto the trough end of the box. \n\n4. For the next $600\\mathrm{min}$ , the volume of runoff collected over each $20\\mathrm{min}$ period was measured.\n\nThe wind speed was $2.5\\mathrm{m / sec}$ , $1.0\\mathrm{m / sec}$ , and $0.5\\mathrm{m / sec}$ in the first, second, and third trials, respectively.\n\nIn the fourth trial, all steps except Step 3 were carried out. (The fan was not turned on.)\n\nThe results of the 4 trials are shown in Figure 1.", "image_2": "images/context_text_contextualized_images__text_options/50_1.jpg", "image_context_3": "## Study 2\n\nThe second trial of Study 1 was repeated. Then the second trial of Study 1 was again repeated, except that Step 1 was omitted. (No sand layer was placed in the box.) The results of the 2 trials are shown in Figure 2.", "image_3": "images/context_text_contextualized_images__text_options/50_2.jpg", "image_context_4": null, "image_4": null, "question": "Which factor was varied in Study 1 but kept the same in Study 2 ?", "answer_options": {"A": "Depth of sand layer", "B": "Wind speed", "C": "Tilt of box", "D": "Type of material that melted"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "val"}
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{"instance": 62, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Geosphere", "context": null, "image_context_1": "Three studies examined how the volume of runoff from melting ice is affected by wind speed and by the presence of sand beneath the ice.\n\nIn a lab kept at $18^\\circ\\mathrm{C}$ , runoff was collected from a plastic box containing melting ice. The box was tilted at $10^\\circ$ and had horizontal openings in its lower end. After flowing through the openings, the runoff fell into a trough (see diagram) and was conveyed to a measuring device.", "image_1": "images/context_text_contextualized_images__text_options/50_0.jpg", "image_context_2": "## Study 1\n\nIn each of the first 3 of 4 trials, the following steps were carried out:\n\n1. A $30\\mathrm{cm}$ deep layer of a particular clean, dry sand was placed in the box. \n2. A $30\\mathrm{cm}$ deep layer of chipped ice (density $0.4\\mathrm{g} / \\mathrm{cm}^3$ was placed in the box on top of the layer of sand. \n3. A fan was turned on to blow air at a constant speed onto the trough end of the box. \n\n4. For the next $600\\mathrm{min}$ , the volume of runoff collected over each $20\\mathrm{min}$ period was measured.\n\nThe wind speed was $2.5\\mathrm{m / sec}$ , $1.0\\mathrm{m / sec}$ , and $0.5\\mathrm{m / sec}$ in the first, second, and third trials, respectively.\n\nIn the fourth trial, all steps except Step 3 were carried out. (The fan was not turned on.)\n\nThe results of the 4 trials are shown in Figure 1.", "image_2": "images/context_text_contextualized_images__text_options/50_1.jpg", "image_context_3": "## Study 2\n\nThe second trial of Study 1 was repeated. Then the second trial of Study 1 was again repeated, except that Step 1 was omitted. (No sand layer was placed in the box.) The results of the 2 trials are shown in Figure 2.", "image_3": "images/context_text_contextualized_images__text_options/50_2.jpg", "image_context_4": null, "image_4": null, "question": "Based on the diagram and the description of Study 1, which of the following expressions would most likely be used to calculate the volume of the sand layer in the plastic box (before chipped ice was placed on top)?", "answer_options": {"A": "$30\\mathrm{cm}\\times 60\\mathrm{cm}\\times 60\\mathrm{cm}$", "B": "$30\\mathrm{cm}\\times 60\\mathrm{cm}\\times 120\\mathrm{cm}$", "C": "$60\\mathrm{cm}\\times 60\\mathrm{cm}\\times 60\\mathrm{cm}$", "D": "$60\\mathrm{cm}\\times 60\\mathrm{cm}\\times 120\\mathrm{cm}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "val"}
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{"instance": 1, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Ecology", "context": "Scientists conducted a study to examine how sunlight intensity (the percent of maximum possible sunlight) affects seedling growth and survival.\n\nSeeds were collected from a certain species of plant growing in a temperate grassland. The seeds were planted and grown in identical conditions for 2 months. Then 800 similar-sized seedlings were selected, and each was transplanted into its own pot. All the pots were identical and contained the same amount of a particular soil. The pots were equally divided into 4 groups (Groups 1-4), and then all the groups of pots were placed next to each other in the temperate grassland. In 3 of the groups, all the pots in a group were covered by the same number of layers of a plastic mesh to reduce sunlight intensity. The number of layers was different for each of those 3 groups.", "table_context_1": "Table 1", "table_1": "| Table 1 | |\n| --- | --- |\n| Group | Sunlight intensity |\n| 1 | 10% |\n| 2 | 25% |\n| 3 | 50% |\n| 4 | 100% |", "table_context_2": "The seedlings were then grown for the next 10 weeks, during which all the pots were watered daily with the same amount of water.\n\nAt 10 weeks, the surviving plants were harvested, and the average dry mass of the plants in each group was determined. The seedlings that did not survive were counted, and the seedling mortality (the percent of seedlings that did not survive to 10 weeks) was also determined for each group. The results are shown in Table 2. Table 2", "table_2": "| Table 2 | | |\n| --- | --- | --- |\n| Group | Average dry mass (g) | Seedling mortality (%) |\n| 1 | 0.18 | 8 |\n| 2 | 0.58 | 3 |\n| 3 | 0.80 | 2 |\n| 4 | 0.57 | 6 |", "question": "12. Which of the following pie charts best represents the seedling mortality results for Group 4?", "answer_options": ["images/context_text_contextualized_tables__image_options/40_0.jpg"], "answer_option_labels": ["F", "G", "H", "J"], "correct_answer": ["F"], "num_correct_answer_options": 1, "option_image_label_groups": [["F", "G", "H", "J"]], "split": "test"}
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{"instance": 8, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "acids_bases", "context": null, "table_context_1": "Passage V\nA typical acid- base indicator is a compound that will be one color over a certain lower pH range but will be a different color over a certain higher pH range. In the small range between these pH ranges—the transition range—the indicator's color will be an intermediate of its other 2 colors.\n\nStudents studied 5 acid- base indicators using colorless aqueous solutions of different pH and a well plate (a plate containing a matrix of round depressions—wells—that can hold small volumes of liquid).\n\nExperiment 1\n\nThe students added a $\\mathrm{pH} = 0$ solution to 5 wells in the first column of the well plate, then added a $\\mathrm{pH} = 1$ solution to the 5 wells in the next column, and so on, up to $\\mathrm{pH} = 7$ . Next, they added a drop of a given indicator (in solution) to each of the wells in a row, and then repeated this process, adding a different indicator to each row. The color of the resulting solution in each well was then recorded in Table 1 ( $\\mathrm{B} =$ blue, $\\mathrm{G} =$ green, $\\mathrm{O} =$ orange, $\\mathrm{P} =$ purple, $\\mathrm{R} =$ red, $\\mathrm{Y} =$ yellow).", "table_1": "| Table 1 | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Color in solution with a pH of: | | | | | | | | | |\n| Indicator | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |\n| Metanil yellow | R | R | O | Y | Y | Y | Y | Y | |\n| Resorcin blue | R | R | R | R | R | P | P | B | |\n| Curcumin | Y | Y | Y | Y | Y | Y | Y | | |\n| Hessian bordeaux | B | B | B | B | B | B | B | | |\n| Indigo carmine | B | B | B | B | B | B | B | | |", "table_context_2": "Experiment 2\n\nExperiment 1 was repeated with solutions that had a $\\mathrm{pH}$ of 8 or greater (see Table 2).", "table_2": "| Table 2 | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Indicator | Color in solution with a pH of: | | | | | | | |\n| | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |\n| Metanil yellow | Y | Y | Y | Y | Y | Y | Y | |\n| Resorcin blue | B | B | B | B | B | B | B | |\n| Curcumin | O | R | R | R | R | R | R | |\n| Hessian bordeaux | B | R | R | R | R | R | R | R |\n| Indigo carmine | B | B | B | B | B | G | Y | Y |", "table_context_3": "Experiment 3\n\nStudents were given 4 solutions (Solutions I- IV) of unknown pH. The well plate was used to test samples of each solution with 4 of the 5 indicators (see Table 3).", "table_3": "| Table 3 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Indicator | Color in Solution: | | | | |\n| | I | II | III | IV | |\n| Metanil yellow | Y | Y | Y | O | |\n| Resorcin blue | B | R | R | Y | |\n| Curcumin | B | R | Y | Y | |\n| Indigo carmine | B | Y | B | B | |", "table_context_4": null, "table_4": null, "question": "27. One way Experiment 2 differed from Experiment 3 was that in Experiment 2:", "answer_options": {"A": "the solutions to which indicators were added were of known pH.", "B": "the solutions to which indicators were added were of unknown pH.", "C": "metanil yellow was used.", "D": "metanil yellow was not used."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 9, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "acids_bases", "context": null, "table_context_1": "Passage V\nA typical acid- base indicator is a compound that will be one color over a certain lower pH range but will be a different color over a certain higher pH range. In the small range between these pH ranges—the transition range—the indicator's color will be an intermediate of its other 2 colors.\n\nStudents studied 5 acid- base indicators using colorless aqueous solutions of different pH and a well plate (a plate containing a matrix of round depressions—wells—that can hold small volumes of liquid).\n\nExperiment 1\n\nThe students added a $\\mathrm{pH} = 0$ solution to 5 wells in the first column of the well plate, then added a $\\mathrm{pH} = 1$ solution to the 5 wells in the next column, and so on, up to $\\mathrm{pH} = 7$ . Next, they added a drop of a given indicator (in solution) to each of the wells in a row, and then repeated this process, adding a different indicator to each row. The color of the resulting solution in each well was then recorded in Table 1 ( $\\mathrm{B} =$ blue, $\\mathrm{G} =$ green, $\\mathrm{O} =$ orange, $\\mathrm{P} =$ purple, $\\mathrm{R} =$ red, $\\mathrm{Y} =$ yellow).", "table_1": "| Table 1 | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Color in solution with a pH of: | | | | | | | | | |\n| Indicator | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |\n| Metanil yellow | R | R | O | Y | Y | Y | Y | Y | |\n| Resorcin blue | R | R | R | R | R | P | P | B | |\n| Curcumin | Y | Y | Y | Y | Y | Y | Y | | |\n| Hessian bordeaux | B | B | B | B | B | B | B | | |\n| Indigo carmine | B | B | B | B | B | B | B | | |", "table_context_2": "Experiment 2\n\nExperiment 1 was repeated with solutions that had a $\\mathrm{pH}$ of 8 or greater (see Table 2).", "table_2": "| Table 2 | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Indicator | Color in solution with a pH of: | | | | | | | |\n| | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |\n| Metanil yellow | Y | Y | Y | Y | Y | Y | Y | |\n| Resorcin blue | B | B | B | B | B | B | B | |\n| Curcumin | O | R | R | R | R | R | R | |\n| Hessian bordeaux | B | R | R | R | R | R | R | R |\n| Indigo carmine | B | B | B | B | B | G | Y | Y |", "table_context_3": "Experiment 3\n\nStudents were given 4 solutions (Solutions I- IV) of unknown pH. The well plate was used to test samples of each solution with 4 of the 5 indicators (see Table 3).", "table_3": "| Table 3 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Indicator | Color in Solution: | | | | |\n| | I | II | III | IV | |\n| Metanil yellow | Y | Y | Y | O | |\n| Resorcin blue | B | R | R | Y | |\n| Curcumin | B | R | Y | Y | |\n| Indigo carmine | B | Y | B | B | |", "table_context_4": null, "table_4": null, "question": "28. Based on the description of the well plate and how it was used, the empty well plate would most likely have been which of the following colors?", "answer_options": {"A": "Black", "B": "Blue", "C": "Red", "D": "White"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 10, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "acids_bases", "context": null, "table_context_1": "Passage V\nA typical acid- base indicator is a compound that will be one color over a certain lower pH range but will be a different color over a certain higher pH range. In the small range between these pH ranges—the transition range—the indicator's color will be an intermediate of its other 2 colors.\n\nStudents studied 5 acid- base indicators using colorless aqueous solutions of different pH and a well plate (a plate containing a matrix of round depressions—wells—that can hold small volumes of liquid).\n\nExperiment 1\n\nThe students added a $\\mathrm{pH} = 0$ solution to 5 wells in the first column of the well plate, then added a $\\mathrm{pH} = 1$ solution to the 5 wells in the next column, and so on, up to $\\mathrm{pH} = 7$ . Next, they added a drop of a given indicator (in solution) to each of the wells in a row, and then repeated this process, adding a different indicator to each row. The color of the resulting solution in each well was then recorded in Table 1 ( $\\mathrm{B} =$ blue, $\\mathrm{G} =$ green, $\\mathrm{O} =$ orange, $\\mathrm{P} =$ purple, $\\mathrm{R} =$ red, $\\mathrm{Y} =$ yellow).", "table_1": "| Table 1 | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Color in solution with a pH of: | | | | | | | | | |\n| Indicator | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |\n| Metanil yellow | R | R | O | Y | Y | Y | Y | Y | |\n| Resorcin blue | R | R | R | R | R | P | P | B | |\n| Curcumin | Y | Y | Y | Y | Y | Y | Y | | |\n| Hessian bordeaux | B | B | B | B | B | B | B | | |\n| Indigo carmine | B | B | B | B | B | B | B | | |", "table_context_2": "Experiment 2\n\nExperiment 1 was repeated with solutions that had a $\\mathrm{pH}$ of 8 or greater (see Table 2).", "table_2": "| Table 2 | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Indicator | Color in solution with a pH of: | | | | | | | |\n| | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |\n| Metanil yellow | Y | Y | Y | Y | Y | Y | Y | |\n| Resorcin blue | B | B | B | B | B | B | B | |\n| Curcumin | O | R | R | R | R | R | R | |\n| Hessian bordeaux | B | R | R | R | R | R | R | R |\n| Indigo carmine | B | B | B | B | B | G | Y | Y |", "table_context_3": "Experiment 3\n\nStudents were given 4 solutions (Solutions I- IV) of unknown pH. The well plate was used to test samples of each solution with 4 of the 5 indicators (see Table 3).", "table_3": "| Table 3 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Indicator | Color in Solution: | | | | |\n| | I | II | III | IV | |\n| Metanil yellow | Y | Y | Y | O | |\n| Resorcin blue | B | R | R | Y | |\n| Curcumin | B | R | Y | Y | |\n| Indigo carmine | B | Y | B | B | |", "table_context_4": null, "table_4": null, "question": "29. Based on the results of Experiments 1 and 2, which of the following is a possible transition range for curcumin?", "answer_options": {"A": "$\\mathrm{pH} = 3.9$ to $\\mathrm{pH} = 7.3$", "B": "$\\mathrm{pH} = 4.2$ to $\\mathrm{pH} = 6.6$", "C": "$\\mathrm{pH} = 7.4$ to $\\mathrm{pH} = 8.6$", "D": "$\\mathrm{pH} = 8.4$ to $\\mathrm{pH} = 9.5$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 11, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "acids_bases", "context": null, "table_context_1": "Passage V\nA typical acid- base indicator is a compound that will be one color over a certain lower pH range but will be a different color over a certain higher pH range. In the small range between these pH ranges—the transition range—the indicator's color will be an intermediate of its other 2 colors.\n\nStudents studied 5 acid- base indicators using colorless aqueous solutions of different pH and a well plate (a plate containing a matrix of round depressions—wells—that can hold small volumes of liquid).\n\nExperiment 1\n\nThe students added a $\\mathrm{pH} = 0$ solution to 5 wells in the first column of the well plate, then added a $\\mathrm{pH} = 1$ solution to the 5 wells in the next column, and so on, up to $\\mathrm{pH} = 7$ . Next, they added a drop of a given indicator (in solution) to each of the wells in a row, and then repeated this process, adding a different indicator to each row. The color of the resulting solution in each well was then recorded in Table 1 ( $\\mathrm{B} =$ blue, $\\mathrm{G} =$ green, $\\mathrm{O} =$ orange, $\\mathrm{P} =$ purple, $\\mathrm{R} =$ red, $\\mathrm{Y} =$ yellow).", "table_1": "| Table 1 | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Color in solution with a pH of: | | | | | | | | | |\n| Indicator | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |\n| Metanil yellow | R | R | O | Y | Y | Y | Y | Y | |\n| Resorcin blue | R | R | R | R | R | P | P | B | |\n| Curcumin | Y | Y | Y | Y | Y | Y | Y | | |\n| Hessian bordeaux | B | B | B | B | B | B | B | | |\n| Indigo carmine | B | B | B | B | B | B | B | | |", "table_context_2": "Experiment 2\n\nExperiment 1 was repeated with solutions that had a $\\mathrm{pH}$ of 8 or greater (see Table 2).", "table_2": "| Table 2 | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Indicator | Color in solution with a pH of: | | | | | | | |\n| | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |\n| Metanil yellow | Y | Y | Y | Y | Y | Y | Y | |\n| Resorcin blue | B | B | B | B | B | B | B | |\n| Curcumin | O | R | R | R | R | R | R | |\n| Hessian bordeaux | B | R | R | R | R | R | R | R |\n| Indigo carmine | B | B | B | B | B | G | Y | Y |", "table_context_3": "Experiment 3\n\nStudents were given 4 solutions (Solutions I- IV) of unknown pH. The well plate was used to test samples of each solution with 4 of the 5 indicators (see Table 3).", "table_3": "| Table 3 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Indicator | Color in Solution: | | | | |\n| | I | II | III | IV | |\n| Metanil yellow | Y | Y | Y | O | |\n| Resorcin blue | B | R | R | Y | |\n| Curcumin | B | R | Y | Y | |\n| Indigo carmine | B | Y | B | B | |", "table_context_4": null, "table_4": null, "question": "30. A chemist has 2 solutions, one of $\\mathrm{pH} = 1$ and one of $\\mathrm{pH} = 6$ . Based on the results of Experiments 1 and 2, could indigo carmine be used to distinguish between these solutions?", "answer_options": {"A": "No; indigo carmine is blue at both $\\mathrm{pH} = 1$ and $\\mathrm{pH} = 6$ .", "B": "No; indigo carmine is blue at $\\mathrm{pH} = 1$ and is yellow at $\\mathrm{pH} = 6$ .", "C": "Yes; indigo carmine is blue at both $\\mathrm{pH} = 1$ and $\\mathrm{pH} = 6$ .", "D": "Yes; indigo carmine is blue at $\\mathrm{pH} = 1$ and is yellow at $\\mathrm{pH} = 6$ ."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 12, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "acids_bases", "context": null, "table_context_1": "Passage V\nA typical acid- base indicator is a compound that will be one color over a certain lower pH range but will be a different color over a certain higher pH range. In the small range between these pH ranges—the transition range—the indicator's color will be an intermediate of its other 2 colors.\n\nStudents studied 5 acid- base indicators using colorless aqueous solutions of different pH and a well plate (a plate containing a matrix of round depressions—wells—that can hold small volumes of liquid).\n\nExperiment 1\n\nThe students added a $\\mathrm{pH} = 0$ solution to 5 wells in the first column of the well plate, then added a $\\mathrm{pH} = 1$ solution to the 5 wells in the next column, and so on, up to $\\mathrm{pH} = 7$ . Next, they added a drop of a given indicator (in solution) to each of the wells in a row, and then repeated this process, adding a different indicator to each row. The color of the resulting solution in each well was then recorded in Table 1 ( $\\mathrm{B} =$ blue, $\\mathrm{G} =$ green, $\\mathrm{O} =$ orange, $\\mathrm{P} =$ purple, $\\mathrm{R} =$ red, $\\mathrm{Y} =$ yellow).", "table_1": "| Table 1 | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Color in solution with a pH of: | | | | | | | | | |\n| Indicator | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |\n| Metanil yellow | R | R | O | Y | Y | Y | Y | Y | |\n| Resorcin blue | R | R | R | R | R | P | P | B | |\n| Curcumin | Y | Y | Y | Y | Y | Y | Y | | |\n| Hessian bordeaux | B | B | B | B | B | B | B | | |\n| Indigo carmine | B | B | B | B | B | B | B | | |", "table_context_2": "Experiment 2\n\nExperiment 1 was repeated with solutions that had a $\\mathrm{pH}$ of 8 or greater (see Table 2).", "table_2": "| Table 2 | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Indicator | Color in solution with a pH of: | | | | | | | |\n| | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |\n| Metanil yellow | Y | Y | Y | Y | Y | Y | Y | |\n| Resorcin blue | B | B | B | B | B | B | B | |\n| Curcumin | O | R | R | R | R | R | R | |\n| Hessian bordeaux | B | R | R | R | R | R | R | R |\n| Indigo carmine | B | B | B | B | B | G | Y | Y |", "table_context_3": "Experiment 3\n\nStudents were given 4 solutions (Solutions I- IV) of unknown pH. The well plate was used to test samples of each solution with 4 of the 5 indicators (see Table 3).", "table_3": "| Table 3 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Indicator | Color in Solution: | | | | |\n| | I | II | III | IV | |\n| Metanil yellow | Y | Y | Y | O | |\n| Resorcin blue | B | R | R | Y | |\n| Curcumin | B | R | Y | Y | |\n| Indigo carmine | B | Y | B | B | |", "table_context_4": null, "table_4": null, "question": "31. The indicator propyl red has a transition range of $\\mathrm{pH} = 4.6$ to $\\mathrm{pH} = 6.8$ . If propyl red had been included in Experiments 1 and 2, it would have produced results most similar to those produced by which of the 5 indicators?", "answer_options": {"A": "Metanil yellow", "B": "Resorcin blue", "C": "Curcumin", "D": "Indigo carmine"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 13, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "acids_bases", "context": null, "table_context_1": "Passage V\nA typical acid- base indicator is a compound that will be one color over a certain lower pH range but will be a different color over a certain higher pH range. In the small range between these pH ranges—the transition range—the indicator's color will be an intermediate of its other 2 colors.\n\nStudents studied 5 acid- base indicators using colorless aqueous solutions of different pH and a well plate (a plate containing a matrix of round depressions—wells—that can hold small volumes of liquid).\n\nExperiment 1\n\nThe students added a $\\mathrm{pH} = 0$ solution to 5 wells in the first column of the well plate, then added a $\\mathrm{pH} = 1$ solution to the 5 wells in the next column, and so on, up to $\\mathrm{pH} = 7$ . Next, they added a drop of a given indicator (in solution) to each of the wells in a row, and then repeated this process, adding a different indicator to each row. The color of the resulting solution in each well was then recorded in Table 1 ( $\\mathrm{B} =$ blue, $\\mathrm{G} =$ green, $\\mathrm{O} =$ orange, $\\mathrm{P} =$ purple, $\\mathrm{R} =$ red, $\\mathrm{Y} =$ yellow).", "table_1": "| Table 1 | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Color in solution with a pH of: | | | | | | | | | |\n| Indicator | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |\n| Metanil yellow | R | R | O | Y | Y | Y | Y | Y | |\n| Resorcin blue | R | R | R | R | R | P | P | B | |\n| Curcumin | Y | Y | Y | Y | Y | Y | Y | | |\n| Hessian bordeaux | B | B | B | B | B | B | B | | |\n| Indigo carmine | B | B | B | B | B | B | B | | |", "table_context_2": "Experiment 2\n\nExperiment 1 was repeated with solutions that had a $\\mathrm{pH}$ of 8 or greater (see Table 2).", "table_2": "| Table 2 | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Indicator | Color in solution with a pH of: | | | | | | | |\n| | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |\n| Metanil yellow | Y | Y | Y | Y | Y | Y | Y | |\n| Resorcin blue | B | B | B | B | B | B | B | |\n| Curcumin | O | R | R | R | R | R | R | |\n| Hessian bordeaux | B | R | R | R | R | R | R | R |\n| Indigo carmine | B | B | B | B | B | G | Y | Y |", "table_context_3": "Experiment 3\n\nStudents were given 4 solutions (Solutions I- IV) of unknown pH. The well plate was used to test samples of each solution with 4 of the 5 indicators (see Table 3).", "table_3": "| Table 3 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Indicator | Color in Solution: | | | | |\n| | I | II | III | IV | |\n| Metanil yellow | Y | Y | Y | O | |\n| Resorcin blue | B | R | R | Y | |\n| Curcumin | B | R | Y | Y | |\n| Indigo carmine | B | Y | B | B | |", "table_context_4": null, "table_4": null, "question": "32. A student claimed that Solution III has a $\\mathrm{pH}$ of 7.3. Are the results of Experiments 1-3 consistent with this claim?", "answer_options": {"A": "No, because in Solution III metanil yellow was yellow.", "B": "No, because in Solution III resorcin blue was red.", "C": "Yes, because in Solution III metanil yellow was yellow.", "D": "Yes, because in Solution III resorcin blue was red."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 14, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "acids_bases", "context": null, "table_context_1": "Passage V\nA typical acid- base indicator is a compound that will be one color over a certain lower pH range but will be a different color over a certain higher pH range. In the small range between these pH ranges—the transition range—the indicator's color will be an intermediate of its other 2 colors.\n\nStudents studied 5 acid- base indicators using colorless aqueous solutions of different pH and a well plate (a plate containing a matrix of round depressions—wells—that can hold small volumes of liquid).\n\nExperiment 1\n\nThe students added a $\\mathrm{pH} = 0$ solution to 5 wells in the first column of the well plate, then added a $\\mathrm{pH} = 1$ solution to the 5 wells in the next column, and so on, up to $\\mathrm{pH} = 7$ . Next, they added a drop of a given indicator (in solution) to each of the wells in a row, and then repeated this process, adding a different indicator to each row. The color of the resulting solution in each well was then recorded in Table 1 ( $\\mathrm{B} =$ blue, $\\mathrm{G} =$ green, $\\mathrm{O} =$ orange, $\\mathrm{P} =$ purple, $\\mathrm{R} =$ red, $\\mathrm{Y} =$ yellow).", "table_1": "| Table 1 | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Color in solution with a pH of: | | | | | | | | | |\n| Indicator | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | |\n| Metanil yellow | R | R | O | Y | Y | Y | Y | Y | |\n| Resorcin blue | R | R | R | R | R | P | P | B | |\n| Curcumin | Y | Y | Y | Y | Y | Y | Y | | |\n| Hessian bordeaux | B | B | B | B | B | B | B | | |\n| Indigo carmine | B | B | B | B | B | B | B | | |", "table_context_2": "Experiment 2\n\nExperiment 1 was repeated with solutions that had a $\\mathrm{pH}$ of 8 or greater (see Table 2).", "table_2": "| Table 2 | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Indicator | Color in solution with a pH of: | | | | | | | |\n| | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |\n| Metanil yellow | Y | Y | Y | Y | Y | Y | Y | |\n| Resorcin blue | B | B | B | B | B | B | B | |\n| Curcumin | O | R | R | R | R | R | R | |\n| Hessian bordeaux | B | R | R | R | R | R | R | R |\n| Indigo carmine | B | B | B | B | B | G | Y | Y |", "table_context_3": "Experiment 3\n\nStudents were given 4 solutions (Solutions I- IV) of unknown pH. The well plate was used to test samples of each solution with 4 of the 5 indicators (see Table 3).", "table_3": "| Table 3 | | | | | |\n| --- | --- | --- | --- | --- | --- |\n| Indicator | Color in Solution: | | | | |\n| | I | II | III | IV | |\n| Metanil yellow | Y | Y | Y | O | |\n| Resorcin blue | B | R | R | Y | |\n| Curcumin | B | R | Y | Y | |\n| Indigo carmine | B | Y | B | B | |", "table_context_4": null, "table_4": null, "question": "33. Based on the results of Experiments 1-3, which of Solutions I-IV has the lowest $\\mathrm{pH}$ ?", "answer_options": {"A": "Solution I", "B": "Solution II", "C": "Solution III", "D": "Solution IV"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 33, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Ecology", "context": "Scientists conducted a study to examine how sunlight intensity (the percent of maximum possible sunlight) affects seedling growth and survival.\n\nSeeds were collected from a certain species of plant growing in a temperate grassland. The seeds were planted and grown in identical conditions for 2 months. Then 800 similar-sized seedlings were selected, and each was transplanted into its own pot. All the pots were identical and contained the same amount of a particular soil. The pots were equally divided into 4 groups (Groups 1-4), and then all the groups of pots were placed next to each other in the temperate grassland. In 3 of the groups, all the pots in a group were covered by the same number of layers of a plastic mesh to reduce sunlight intensity. The number of layers was different for each of those 3 groups.", "table_context_1": "Table 1", "table_1": "| Table 1 | |\n| --- | --- |\n| Group | Sunlight intensity |\n| 1 | 10% |\n| 2 | 25% |\n| 3 | 50% |\n| 4 | 100% |", "table_context_2": "The seedlings were then grown for the next 10 weeks, during which all the pots were watered daily with the same amount of water.\n\nAt 10 weeks, the surviving plants were harvested, and the average dry mass of the plants in each group was determined. The seedlings that did not survive were counted, and the seedling mortality (the percent of seedlings that did not survive to 10 weeks) was also determined for each group. The results are shown in Table 2.", "table_2": "| Table 2 | | |\n| --- | --- | --- |\n| Group | Average dry mass (g) | Seedling mortality (%) |\n| 1 | 0.18 | 8 |\n| 2 | 0.58 | 3 |\n| 3 | 0.80 | 2 |\n| 4 | 0.57 | 6 |", "table_context_3": null, "table_3": null, "table_context_4": null, "table_4": null, "question": "16. The effect of what abiotic factor was examined in the study?", "answer_options": {"A": "$0.18\\mathrm{g}$", "B": "$0.58\\mathrm{g}$", "C": "$2.7\\mathrm{g}$", "D": "Cannot be determined from the given information"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "val"}
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{"instance": 34, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Ecology", "context": "Green anoles and brown anoles (2 species of reptiles)behave differently when the species are together in a habi-tat than when the species are in separate habitats. Table 1lists the anole species present in each of 3 habitats (Habi-tats X, Y, and Z).", "table_context_1": "Table 1", "table_1": "| Table 1 | |\n| --- | --- |\n| Habitat | Anole species present: |\n| X | green only |\n| Y | green and brown |\n| Z | brown only |", "table_context_2": "Table 2 lists the number of times each of Behav-iors 1-4 was displayed by the anoles in a habitat. Green anoles display Behaviors 1-3 only; brown anoles display Behavior 4 only.", "table_2": "| Table 2 | | | |\n| --- | --- | --- | --- |\n| Behavior | Number of times behavior was displayed in Habitat: | | |\n| | X | Y | Z |\n| 1 | 4 | 5 | N.A. |\n| 2 | 3 | 6 | N.A. |\n| 3 | 24 | 13 | N.A. |\n| 4 | N.A. | 5 | 17 |\n| Note: N.A. indicates the behavior was not displayed in the habitat. | | | |", "table_context_3": "Table 3 lists, for the anole species in a habitat, the average display time for Behavior 5.", "table_3": "| Table 3 | | | |\n| --- | --- | --- | --- |\n| Anole species | Habitat | Average display time for Behavior 5 (s) | |\n| Green | X | 23.1 | |\n| Green | Y | 23.7 | |\n| Brown | Y | 49.6 | |\n| Brown | Z | 33.1 | |", "table_context_4": null, "table_4": null, "question": "Based on Table 2, which of the following ratios best represents the number of times Behavior 2 was displayed in Habitat X compared to the number of times Behavior 2 was displayed in Habitat Y?", "answer_options": {"A": "1:2", "B": "1:8", "C": "4:5", "D": "5:6"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "val"}
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{"instance": 1, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Microbiology", "image_context_1": "Passage VI\nBacteria 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", "image_1": "images/context_text_contextualized_tables_images__image_options/51_0.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "The 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", "table_1": "| 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 | - | - | - | - |", "table_context_2": "Experiment 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).", "table_2": "| 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 | + | + | + | + |", "question": "Which of the following figures best illustrates the results of Experiment 1 for Species D in the sucrose broth?", "answer_options": ["images/context_text_contextualized_tables_images__image_options/52_0.jpg"], "answer_option_labels": ["F", "H", "G", "J"], "correct_answer": ["G"], "num_correct_answer_options": 1, "option_image_label_groups": [["F", "H", "G", "J"]], "split": "test"}
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{"instance": 2, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "earth_science", "domain": "Atmosphere", "image_context_1": "\nPassage III\n\nCloud cover is the percent of Earth's surface covered by clouds. Cloud cover may increase because of an increase in the cosmic ray flux (number of high- energy particles from space reaching Earth per $\\mathrm{m}^2$ per hour). Table 1 shows how Earth's cover of low clouds (0 km to $3.2\\mathrm{km}$ altitude) varies with the cosmic ray flux. Figures 1- 3 show the relative cosmic ray flux, RCRF (the percent below the flux measured on October 1, 1965), and the monthly average cover of high clouds (6.0 km to $16.0\\mathrm{km}$ altitude), middle clouds (3.2 km to $6.0\\mathrm{km}$ altitude), and low clouds, respectively, from January 1980 to January 1995.\n\n", "image_1": "images/context_text_contextualized_tables_images__image_options/45_0.jpg", "image_context_2": "\n\nFigure 1\n\n", "image_2": "images/context_text_contextualized_tables_images__image_options/45_1.jpg", "image_context_3": "\n\nFigure 2\n\n", "image_3": "images/context_text_contextualized_tables_images__image_options/45_2.jpg", "table_context_1": "Table 1 adapted from E. Palle Bagó and C. J. Butler, \"The Influence of Cosmic Rays on Terrestrial Clouds and Global Warming.\" ©2000 by Institute of Physics Publications, Ltd.", "table_1": "| Table 1 | |\n| --- | --- |\n| Cosmic ray flux (particles/m²/hr) | Cover of low clouds (%) |\n| 340,000 | 27.8 |\n| 360,000 | 28.1 |\n| 380,000 | 28.4 |\n| 400,000 | 28.7 |\n| 420,000 | 29.0 |", "table_context_2": null, "table_2": null, "question": "16. Which of the following figures best represents the monthly average cover of high, middle, and low clouds in January 1992?", "answer_options": ["images/context_text_contextualized_tables_images__image_options/46_0.jpg"], "answer_option_labels": ["F", "H", "G", "J"], "correct_answer": ["F"], "num_correct_answer_options": 1, "option_image_label_groups": [["F", "H", "G", "J"]], "split": "test"}
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{"instance": 8, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "physics", "domain": "mechanics", "context": null, "image_context_1": "Some students tested their hypothesis that the pres-ence of bubbles in cans of various liquids would affect the roll time (the time it took a can to roll, without slipping,down an incline between 2 fixed points; see Figure 1).\n\nIdentical 1.2 L aluminum cans were used in the first two experiments. The angle of inclination of the incline was 2.3° in all three experiments.\n\nExperiment I\n\nThe students added 1 L of a liquid—tap water contain-ing no bubbles—to an empty can, sealed the can, and found its roll time. Next, they added 1 L of the tap water to a second empty can, sealed it, shook it, and immediately found its roll time. They repeated these procedures using soapy water containing many bubbles, and a carbonated beverage that contained no bubbles and that tasted flat,having lost most of its carbonation. The results are shown in Table 1.\n\nTable 1\n\nTrial\nLiquid\nRoll time before shaking (sec)\nRoll time after shaking (sec)\n1\ntap water\n1.75\n1.75\n2\nsoapy water\n1.97\n2.15\n3\nflat-tasting beverage\n1.75\n1.96\n\nExperiment 2\n\nThe students added 1 L of the flat-tasting beverage to an empty can. They sealed the can, shook it, and set it aside. Fifteen minutes later they found the roll time of the can before and immediately after shaking it (Trial 4).Again they set the can aside. Two hours later they found the roll time of the can before and immediately after shak-ing it (Trial 5). The results are shown in Table 2.\n\nTable 2\n\nTrial\nRoll time before shaking (sec)\nRoll time after shaking (sec)\n4\n1.86\n1.96\n5\n1.75\n1.93\n\nExperiment 3\n\nThe students added 1 L of the flat-tasting beverage to an empty 2 L clear plastic bottle and sealed the bottle.When they rolled the bottle down the incline, no bubbles formed. They shook the bottle, causing bubbles to form,and set the bottle aside. Fifteen minutes later, some bub-ples were still visible, but after 2 hours, no bubbles could be seen.\n\nAdapted from David Kagan, \"The Shaken-Soda Syndrome.\" ©2001 by The American Association of Physics Teachers.", "image_1": "images/context_text_contextualized_tables_images__text_options/45_0.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Some students tested their hypothesis that the pres-ence of bubbles in cans of various liquids would affect the roll time (the time it took a can to roll, without slipping,down an incline between 2 fixed points; see Figure 1).\n\nIdentical 1.2 L aluminum cans were used in the first two experiments. The angle of inclination of the incline was 2.3° in all three experiments.\n\nExperiment I\n\nThe students added 1 L of a liquid—tap water contain-ing no bubbles—to an empty can, sealed the can, and found its roll time. Next, they added 1 L of the tap water to a second empty can, sealed it, shook it, and immediately found its roll time. They repeated these procedures using soapy water containing many bubbles, and a carbonated beverage that contained no bubbles and that tasted flat,having lost most of its carbonation. The results are shown in Table 1.", "table_1": "| Table 1 | | | |\n| --- | --- | --- | --- |\n| Trial | Liquid | Roll time | |\n| | | before shaking (sec) | after shaking (sec) |\n| 1 2 3 | tap water soapy water flat-tasting beverage | 1.75 1.97 1.75 | 1.75 2.15 1.96 |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "16. Based on the results of Trials 3-5 and Experiment 3, if the students had added 1 L of the flat-tasting beverage to one of the empty aluminum cans, sealed the can, and shaken it, how long would it most likely have taken for the number of bubbles in the beverage to become too few to affect the roll time?", "answer_options": {"A": "Less than 5 min", "B": "Between 5 min and 14 min", "C": "Between 15 min and 2 hr", "D": "Over 2 hr"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 9, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Plant Biology", "context": "The chemical reactions associated with photosynthesis can be summarized with the following chemical equation:\n\n$$6\\mathrm{C O}_{2} + 12\\mathrm{H}_{2}\\mathrm{O} + \\mathrm{energy}\\rightarrow \\mathrm{C}_{6}\\mathrm{H}_{12}\\mathrm{O}_{6} + 6\\mathrm{O}_{2} + 6\\mathrm{H}_{2}\\mathrm{O}$$\n\nTable 1 lists wavelength ranges for visible light and the color frequently associated with each range.\n\nTable 1 adapted from Neil A. Campbell, Jane B. Reece, and Lawrence G. Mitchell, Biology, 5th ed. ©1999 by Benjamin/Cummings.\n\nFigure 1 shows the relative absorption of light by chlorophyll $a$ and chlorophyll $b$ versus the wavelength of light from $400\\mathrm{nm}$ to $750\\mathrm{nm}$ .\n\nFigures 1 and 2 adapted from Peter H. Raven, Ray F. Evert, and Susan E. Eichhorn, Biology of Plants, 4th ed. ©1986 by Worth Publishers, Inc.\n\nIn Figure 2, the average rate of photosynthesis at various wavelengths is shown as a percent of the average rate of photosynthesis at $670\\mathrm{nm}$ .", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_tables_images__text_options/47_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_tables_images__text_options/47_1.jpg", "image_context_3": null, "image_3": null, "table_context_1": "Table 1", "table_1": "| Color | Wavelength (nm) |\n| --- | --- |\n| Violet | 380–430 |\n| Blue | 430–500 |\n| Green | 500–565 |\n| Yellow | 565–585 |\n| Orange | 585–630 |\n| Red | 630–750 |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "Based on Table 1 and Figure 1, which color of light is associated with the wavelength of light that results in the greatest absorption by chlorophyll $b$ ?", "answer_options": {"A": "Blue", "B": "Green", "C": "Yellow", "D": "Red"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 10, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Plant Biology", "context": "The chemical reactions associated with photosynthesis can be summarized with the following chemical equation:\n\n$$6\\mathrm{C O}_{2} + 12\\mathrm{H}_{2}\\mathrm{O} + \\mathrm{energy}\\rightarrow \\mathrm{C}_{6}\\mathrm{H}_{12}\\mathrm{O}_{6} + 6\\mathrm{O}_{2} + 6\\mathrm{H}_{2}\\mathrm{O}$$\n\nTable 1 lists wavelength ranges for visible light and the color frequently associated with each range.\n\nTable 1 adapted from Neil A. Campbell, Jane B. Reece, and Lawrence G. Mitchell, Biology, 5th ed. ©1999 by Benjamin/Cummings.\n\nFigure 1 shows the relative absorption of light by chlorophyll $a$ and chlorophyll $b$ versus the wavelength of light from $400\\mathrm{nm}$ to $750\\mathrm{nm}$ .\n\nFigures 1 and 2 adapted from Peter H. Raven, Ray F. Evert, and Susan E. Eichhorn, Biology of Plants, 4th ed. ©1986 by Worth Publishers, Inc.\n\nIn Figure 2, the average rate of photosynthesis at various wavelengths is shown as a percent of the average rate of photosynthesis at $670\\mathrm{nm}$ .", "image_context_1": "Figure 1", "image_1": "images/context_text_contextualized_tables_images__text_options/47_0.jpg", "image_context_2": "Figure 2", "image_2": "images/context_text_contextualized_tables_images__text_options/47_1.jpg", "image_context_3": null, "image_3": null, "table_context_1": "Table 1", "table_1": "| Color | Wavelength (nm) |\n| --- | --- |\n| Violet | 380–430 |\n| Blue | 430–500 |\n| Green | 500–565 |\n| Yellow | 565–585 |\n| Orange | 585–630 |\n| Red | 630–750 |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "In eukaryotic organisms, the chemical reactions associated with the chemical equation shown in the passage typically occur within which of the following structures?", "answer_options": {"A": "Chloroplasts", "B": "Mitochondria", "C": "Lysosomes", "D": "Nuclei"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 36, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "chemical_reactions", "context": null, "image_context_1": "When certain substances are added to diet cola, $CO_{2}$ gas is produced, generating a foam. Two experiments were done to study this process.\n\nIn each trial, an apparatus like that shown in Figure 1was used as follows: A jar was nearly filled with $H_{2}O$ and fitted with a 2-holed lid. One end of a tube (Tube B) was inserted through one of the holes and submerged. The other end of Tube B was placed in an empty graduated cylinder.Another tube (Tube A) was inserted through the other hole in the lid. A certain solid substance was inserted into the other end of Tube A, and the substance was secured by a clamp. Tube A was then attached to a freshly opened bottle containing 355 mL of diet cola. The clamp was removed,releasing the substance into the diet cola. The foam that was produced traveled into the jar, and liquid was trans-ferred into the cylinder. The mass of $CO_{2}$ produced was calculated based on the volume of liquid that was measured in the cylinder after foaming had ceased.\n\nFigure 1", "image_1": "images/context_text_contextualized_tables_images__text_options/40_0__science_passage_2_q1_14__7f9fc1d9f6.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Experiment 1\n\nIn each of Trials 1-4, a different 1 of 4 substances of equal mass-a piece of chalk, a sugar cube, a fruit-flavored piece of candy, or a mint-flavored piece of candy-was added to a bottle of diet cola at $3^{\\circ }C$ . See Table 1.", "table_1": "| Table 1 | | | |\n| --- | --- | --- | --- |\n| Trial | Substance | Volume of liquid in cylinder (mL) | Mass of $CO_{2}$ produced (g) |\n| 1 2 3 4 | chalk sugar cube fruit candy mint candy | 699 570 525 631 | 1.36 1.11 1.02 1.23 |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "8. If another trial had been performed in Experiment 2 and $450\\mathrm{mL}$ of liquid had been measured in the cylinder, the temperature of the diet cola in this trial would most likely have been:", "answer_options": {"A": "less than $25^\\circ\\mathrm{C}$", "B": "between $25^\\circ\\mathrm{C}$ and $45^\\circ\\mathrm{C}$", "C": "between $45^\\circ\\mathrm{C}$ and $60^\\circ\\mathrm{C}$", "D": "greater than $60^\\circ\\mathrm{C}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 37, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "chemical_reactions", "context": null, "image_context_1": "When certain substances are added to diet cola, $CO_{2}$ gas is produced, generating a foam. Two experiments were done to study this process.\n\nIn each trial, an apparatus like that shown in Figure 1was used as follows: A jar was nearly filled with $H_{2}O$ and fitted with a 2-holed lid. One end of a tube (Tube B) was inserted through one of the holes and submerged. The other end of Tube B was placed in an empty graduated cylinder.Another tube (Tube A) was inserted through the other hole in the lid. A certain solid substance was inserted into the other end of Tube A, and the substance was secured by a clamp. Tube A was then attached to a freshly opened bottle containing 355 mL of diet cola. The clamp was removed,releasing the substance into the diet cola. The foam that was produced traveled into the jar, and liquid was trans-ferred into the cylinder. The mass of $CO_{2}$ produced was calculated based on the volume of liquid that was measured in the cylinder after foaming had ceased.\n\nFigure 1", "image_1": "images/context_text_contextualized_tables_images__text_options/40_0__science_passage_2_q1_14__7f9fc1d9f6_2.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Experiment 1\n\nIn each of Trials 1-4, a different 1 of 4 substances of equal mass-a piece of chalk, a sugar cube, a fruit-flavored piece of candy, or a mint-flavored piece of candy-was added to a bottle of diet cola at $3^{\\circ }C$ . See Table 1.", "table_1": "| Table 1 | | | |\n| --- | --- | --- | --- |\n| Trial | Substance | Volume of liquid in cylinder (mL) | Mass of $CO_{2}$ produced (g) |\n| 1 2 3 4 | chalk sugar cube fruit candy mint candy | 699 570 525 631 | 1.36 1.11 1.02 1.23 |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "9. Suppose Trial 6 had been repeated, but the bottle of diet cola had been opened and then left undisturbed at $25^{\\circ}\\mathrm{C}$ for 12 hours before it was attached to the apparatus. Would the mass of $\\mathrm{CO_2}$ produced in this trial likely be greater than 0.969 g or less than 0.969 g ?", "answer_options": {"A": "Greater, because over the 12 hours, the concentration of $\\mathrm{CO_2}$ in the diet cola would have decreased. ", "B": "Greater, because over the 12 hours, the concentration of $\\mathrm{CO_2}^*$ in the diet cola would have increased. ", "C": "Less, because over the 12 hours, the concentration of $\\mathrm{CO_2}$ in the diet cola would have decreased. ", "D": "Less, because over the 12 hours, the concentration of $\\mathrm{CO_2}^*$ in the diet cola would have increased. "}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["C"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 39, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "chemical_reactions", "context": null, "image_context_1": "When certain substances are added to diet cola, $CO_{2}$ gas is produced, generating a foam. Two experiments were done to study this process.\n\nIn each trial, an apparatus like that shown in Figure 1was used as follows: A jar was nearly filled with $H_{2}O$ and fitted with a 2-holed lid. One end of a tube (Tube B) was inserted through one of the holes and submerged. The other end of Tube B was placed in an empty graduated cylinder.Another tube (Tube A) was inserted through the other hole in the lid. A certain solid substance was inserted into the other end of Tube A, and the substance was secured by a clamp. Tube A was then attached to a freshly opened bottle containing 355 mL of diet cola. The clamp was removed,releasing the substance into the diet cola. The foam that was produced traveled into the jar, and liquid was trans-ferred into the cylinder. The mass of $CO_{2}$ produced was calculated based on the volume of liquid that was measured in the cylinder after foaming had ceased.\n\nFigure 1", "image_1": "images/context_text_contextualized_tables_images__text_options/40_0__science_passage_2_q1_14__7f9fc1d9f6_4.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Experiment 1\n\nIn each of Trials 1-4, a different 1 of 4 substances of equal mass-a piece of chalk, a sugar cube, a fruit-flavored piece of candy, or a mint-flavored piece of candy-was added to a bottle of diet cola at $3^{\\circ }C$ . See Table 1.", "table_1": "| Table 1 | | | |\n| --- | --- | --- | --- |\n| Trial | Substance | Volume of liquid in cylinder (mL) | Mass of $CO_{2}$ produced (g) |\n| 1 2 3 4 | chalk sugar cube fruit candy mint candy | 699 570 525 631 | 1.36 1.11 1.02 1.23 |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "11. According to Figure 1, which of Tube A and Tube B, if either, had at least one end submerged in a liquid before the clamp was removed?", "answer_options": {"A": "Tube A only ", "B": "Tube B only ", "C": "Both Tube A and Tube B ", "D": "Neither Tube A nor Tube B "}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 40, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "chemistry", "domain": "chemical_reactions", "context": null, "image_context_1": "When certain substances are added to diet cola, $CO_{2}$ gas is produced, generating a foam. Two experiments were done to study this process.\n\nIn each trial, an apparatus like that shown in Figure 1was used as follows: A jar was nearly filled with $H_{2}O$ and fitted with a 2-holed lid. One end of a tube (Tube B) was inserted through one of the holes and submerged. The other end of Tube B was placed in an empty graduated cylinder.Another tube (Tube A) was inserted through the other hole in the lid. A certain solid substance was inserted into the other end of Tube A, and the substance was secured by a clamp. Tube A was then attached to a freshly opened bottle containing 355 mL of diet cola. The clamp was removed,releasing the substance into the diet cola. The foam that was produced traveled into the jar, and liquid was trans-ferred into the cylinder. The mass of $CO_{2}$ produced was calculated based on the volume of liquid that was measured in the cylinder after foaming had ceased.\n\nFigure 1", "image_1": "images/context_text_contextualized_tables_images__text_options/40_0__science_passage_2_q1_14__7f9fc1d9f6_5.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Experiment 1\n\nIn each of Trials 1-4, a different 1 of 4 substances of equal mass-a piece of chalk, a sugar cube, a fruit-flavored piece of candy, or a mint-flavored piece of candy-was added to a bottle of diet cola at $3^{\\circ }C$ . See Table 1.", "table_1": "| Table 1 | | | |\n| --- | --- | --- | --- |\n| Trial | Substance | Volume of liquid in cylinder (mL) | Mass of $CO_{2}$ produced (g) |\n| 1 2 3 4 | chalk sugar cube fruit candy mint candy | 699 570 525 631 | 1.36 1.11 1.02 1.23 |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "12. Is the relationship between the volume of liquid in the cylinder at the end of the experiment and the mass of $\\mathrm{CO_2}$ produced a direct relationship or an inverse relationship?", "answer_options": {"A": "Direct; as the volume of liquid that was measured in the cylinder increased, the mass of $\\mathrm{CO_2}$ produced increased. ", "B": "Direct; as the volume of liquid that was measured in the cylinder increased, the mass of. $\\mathrm{CO_2}$ produced decreased. ", "C": "Inverse; as the volume of liquid that was measured in the cylinder increased, the mass of $\\mathrm{CO_2}$ produced increased. ", "D": "Inverse; as the volume of liquid that was measured in the cylinder increased, the mass of. $\\mathrm{CO_2}$ produced decreased. "}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["A"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 57, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "physics", "domain": "modern_physics", "context": null, "image_context_1": "When light shines on a metal plate, electrons can be ejected from the plate. An electron will be ejected if the energy, $E$ , of a photon (particle of light) striking the plate is greater than the minimum energy, $M$ , required for the electron to be removed from the plate. The maximum kinetic energy of the ejected electron, $K$ , is the difference between $E$ and $M$ as shown in the equation:\n\n$$K = E - M$$\n\nStudents conducted 2 experiments to examine how differences in the light striking a metal plate affect $K$ . The setup included a light source, a removable filter, a circuit with an ammeter to measure current, a power supply that could be adjusted to measure $K$ , and a vacuum tube containing a metal plate and an electrode (see Figure 1).\n\nFigure 1\n\nExperiment 1\n\nA filter was placed between the metal plate and the light source, and the $K$ of the ejected electrons was measured. This procedure was repeated with each of 4 additional filters. Each filter transmitted light of only one frequency. Table 1 lists the following:\n\ncolor of light transmitted by the filter frequency of light in hertz, $\\mathrm{Hz}$ $E$ in electron volts, eV $K$ in electron volts\n\nTable 1\n\nExperiment 2\n\nWith the same setup as in Experiment 1 except without a filter, the current, in milliamperes (mA), and $K$ were measured as the intensity of the light was varied. Table 2 shows the current and $K$ for 4 different relative light intensities, each given as a percent of maximum intensity.\n\nTable 2", "image_1": "images/context_text_contextualized_tables_images__text_options/57_0.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Table 1", "table_1": "| Table 1 | | | |\n| --- | --- | --- | --- |\n| Color | Frequency (× 10¹⁴ Hz) | E (eV) | K (eV) |\n| Red | 4.4 | 1.81 | N.A.* |\n| Yellow | 5.2 | 2.14 | N.A.* |\n| Green | 5.6 | 2.31 | 0.11 |\n| Blue | 6.3 | 2.60 | 0.40 |\n| Violet | 7.5 | 3.10 | 0.90 |\n| *N.A.—Not available; no electrons were ejected. | | | |", "table_context_2": "Table 2", "table_2": "| Table 2 | | |\n| --- | --- | --- |\n| Relative intensity | Current (mA) | K (eV) |\n| 100% | 40.0 | 0.90 |\n| 50% | 19.8 | 0.90 |\n| 25% | 9.8 | 0.90 |\n| 12.5% | 4.8 | 0.90 |", "table_context_3": null, "table_3": null, "question": "37. Based on Figure 1, are the particles ejected from the metal plate moving toward the electrode or away from the electrode, and are those particles positively charged or negatively charged?", "answer_options": {"A": "Toward; positively charged", "B": "Toward; negatively charged", "C": "Away from; positively charged", "D": "Away from; negatively charged"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 58, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "physics", "domain": "modern_physics", "context": null, "image_context_1": "When light shines on a metal plate, electrons can be ejected from the plate. An electron will be ejected if the energy, $E$ , of a photon (particle of light) striking the plate is greater than the minimum energy, $M$ , required for the electron to be removed from the plate. The maximum kinetic energy of the ejected electron, $K$ , is the difference between $E$ and $M$ as shown in the equation:\n\n$$K = E - M$$\n\nStudents conducted 2 experiments to examine how differences in the light striking a metal plate affect $K$ . The setup included a light source, a removable filter, a circuit with an ammeter to measure current, a power supply that could be adjusted to measure $K$ , and a vacuum tube containing a metal plate and an electrode (see Figure 1).\n\nFigure 1\n\nExperiment 1\n\nA filter was placed between the metal plate and the light source, and the $K$ of the ejected electrons was measured. This procedure was repeated with each of 4 additional filters. Each filter transmitted light of only one frequency. Table 1 lists the following:\n\ncolor of light transmitted by the filter frequency of light in hertz, $\\mathrm{Hz}$ $E$ in electron volts, eV $K$ in electron volts\n\nTable 1\n\nExperiment 2\n\nWith the same setup as in Experiment 1 except without a filter, the current, in milliamperes (mA), and $K$ were measured as the intensity of the light was varied. Table 2 shows the current and $K$ for 4 different relative light intensities, each given as a percent of maximum intensity.\n\nTable 2", "image_1": "images/context_text_contextualized_tables_images__text_options/57_0.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Table 1", "table_1": "| Table 1 | | | |\n| --- | --- | --- | --- |\n| Color | Frequency (× 10¹⁴ Hz) | E (eV) | K (eV) |\n| Red | 4.4 | 1.81 | N.A.* |\n| Yellow | 5.2 | 2.14 | N.A.* |\n| Green | 5.6 | 2.31 | 0.11 |\n| Blue | 6.3 | 2.60 | 0.40 |\n| Violet | 7.5 | 3.10 | 0.90 |\n| *N.A.—Not available; no electrons were ejected. | | | |", "table_context_2": "Table 2", "table_2": "| Table 2 | | |\n| --- | --- | --- |\n| Relative intensity | Current (mA) | K (eV) |\n| 100% | 40.0 | 0.90 |\n| 50% | 19.8 | 0.90 |\n| 25% | 9.8 | 0.90 |\n| 12.5% | 4.8 | 0.90 |", "table_context_3": null, "table_3": null, "question": "38. Based on the equation in the passage and the results of Experiment 1, what was the value of $M$ for the metal plate used in the setup?", "answer_options": {"A": "$2.14\\mathrm{eV}$", "B": "$2.20\\mathrm{eV}$", "C": "$2.31\\mathrm{eV}$", "D": "$2.42\\mathrm{eV}$"}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "train"}
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{"instance": 15, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Microbiology", "context": null, "image_context_1": "Passage VI\nBacteria 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).", "image_1": "images/context_text_contextualized_tables_images__text_options/51_0.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Passage VI\nBacteria 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).", "table_1": "| 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 | - | - | - | - |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "Suppose a scientist isolates a bacterial species that is 1 of the 4 species used in Experiment 1. She adds the species to sucrose broth and observes that neither acid nor $\\mathrm{CO}_{2}$ is produced. She then adds the species to lactose broth and observes that both acid and $\\mathrm{CO}_{2}$ are produced. Based on the results of Experiment 1, the species is most likely:", "answer_options": {"A": "Species A.", "B": "Species B.", "C": "Species C.", "D": "Species D."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["B"], "num_correct_answer_options": 1, "split": "val"}
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{"instance": 16, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Microbiology", "context": null, "image_context_1": "Passage VI\nBacteria 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).", "image_1": "images/context_text_contextualized_tables_images__text_options/51_0.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Passage VI\nBacteria 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).", "table_1": "| 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 | - | - | - | - |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "What is the evidence from Experiments 1 and 2 that Species C and Species D acted synergistically in Experiment 2?", "answer_options": {"A": "No acid was produced when each species was alone in the sucrose broth, but acid was produced when the 2 species were together in the sucrose broth.", "B": "No acid was produced when each species was alone in the lactose broth, but acid was produced when the 2 species were together in the sucrose broth.", "C": "No $\\mathrm{CO}_{2}$ was produced when each species was alone in the sucrose broth, but $\\mathrm{CO}_{2}$ was produced when the 2 species were together in the sucrose broth.", "D": "No $\\mathrm{CO}_{2}$ was produced when each species was alone in the lactose broth, but $\\mathrm{CO}_{2}$ was produced when the 2 species were together in the lactose broth."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "val"}
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{"instance": 17, "assessment_program": "act", "assessment_type": "national", "assessment_category": null, "subject": "biology", "domain": "Microbiology", "context": null, "image_context_1": "Passage VI\nBacteria 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).", "image_1": "images/context_text_contextualized_tables_images__text_options/51_0.jpg", "image_context_2": null, "image_2": null, "image_context_3": null, "image_3": null, "table_context_1": "Passage VI\nBacteria 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).", "table_1": "| 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 | - | - | - | - |", "table_context_2": null, "table_2": null, "table_context_3": null, "table_3": null, "question": "Is the hypothesis that Species A and Species C acted synergistically supported by the results of Experiment 2?", "answer_options": {"A": "Yes, because both acid and $\\mathrm{CO}_{2}$ were produced from sucrose.", "B": "Yes, because both acid and $\\mathrm{CO}_{2}$ were produced from lactose.", "C": "No, because only acid, not $\\mathrm{CO}_{2}$ was produced from both sucrose and lactose.", "D": "No, because neither acid nor $\\mathrm{CO}_{2}$ was produced from lactose."}, "answer_option_labels": ["A", "B", "C", "D"], "correct_answer": ["D"], "num_correct_answer_options": 1, "split": "val"}
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